Publikation

J. Hermanns, D. Keller
School related content knowledge in organic chemistry - how different school curricula should be considered for the development of tasks
Progress in Science Education 2019, 2, 17
DOI: 10.25321/prise.v2i1.888
The professional knowledge of teachers, as described by Shulman (1968) consists of content knowledge, pedagogical content knowledge and pedagogical knowledge. Woehlecke and Massolt et al. (2017) describe the school-related content knowledge (SRCK) as a cross-disciplinary construct. We developed tasks in organic chemistry using their construct. In these tasks often a school context was used. The tasks were evaluated by using a questionnaire and by conducting focus group interviews. We wanted to know how the different school curricula of the federal states in Germany should be considered by the development of new tasks. The differences between the school curricula of the federal states are significant. These differences should be considered for the development and use of the tasks. The students are focused on their own school biography and the state where they went to school and where they want to be a chemistry teacher. By changing the contexts in the tasks these differences can be positively used for the development of new tasks.
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