When more is less: does more chemistry mean less understanding?,

Sheehan, M. and Childs, Peter E. (2013) When more is less: does more chemistry mean less understanding?,. In: 5th Eurovariety in Chemistry Education, University of Limerick, 3rd – 5th July 2013. “Smarter Teaching-Better Learning, Limerick, Ireland..

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Abstract

Irish third level education is failing to produce students that understand chemistry. This research project focused on the chemistry understanding of pre-service science teachers (PSSTs) about a selection of basic chemistry concepts. These PSSTs (n = 467) were studying on either consecutive or concurrent initial science teacher training programmes across Ireland. Consecutive programmes accept graduates of science degrees to study education and subject specific pedagogies for the duration of one year. Concurrent programmes involve the study of science, education and subject specific pedagogies for the duration of four years culminating in the award of an Honours Degree in science and education. Those following the consecutive model of teacher education study more science than those on the concurrent model. However, this does not appear to translate into increased understanding of basic chemistry concepts. Pre-service science teachers from each of the four years of study on concurrent programmes were included in this study. Those in their last year of study, having studied up to 10 chemistry modules, did not demonstrate a better understanding of basic chemistry concepts than those in their first year of study. These findings are of concern for science teacher educators as well as science educators.

Item Type: Conference or Workshop Item (Paper)
Depositing User: National Forum
Date Deposited: 06 Dec 2015 18:37
Last Modified: 12 Dec 2015 14:56
URI: http://eprints.teachingandlearning.ie/id/eprint/3700

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