Hermanns, J., Keller, D.
School-related content knowledge in organic chemistry – how does the students‘ rating of their perceived relevance of tasks differ between bachelor and master studies?
J. Chem. Educ. 2021, 98, 763-773
DOI: 10.1021/acs.jchemed.0c01415
In this paper the development, use and evaluation of tasks based on the construct of school-related content knowledge are described. The tasks were used in seminars on organic chemistry for bachelor and master pre-service chemistry teachers at a German university. For the evaluation a questionnaire with open and closed items was used. The tasks were rated by the pre-service chemistry teachers as relevant for their future profession as a chemistry teacher if the content of the tasks is part of the school curriculum. If the content does not belong to the school curriculum, they rated the nature of the tasks still as relevant; they seem to recognize the importance of conceptual knowledge for their future profession. However, the master’s pre-service teachers argued with this conceptual knowledge more often than the bachelor’s pre-service teachers. Although the study is cross-sectional, a certain shift from the focus on the content to conceptual knowledge from bachelor’s to master’s pre-service teachers can be observed.
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