Razvoj pedagoškovsebinskega znanja o kemijski vezi med izobraževanjem učiteljev kemije
Povzetek
Mnenje, da se v šolski praksi številni študentje študijskih programov izobraževanja učiteljev kemije spoprijemajo s težavami uporabe njihovega pedagoškega vsebinskega znanja, še zlasti na področju osnovnih kemijskih pojmov, je služilo kot motivacija za spremembe učnega načrta predmeta kemijsko izobraževanje 2. Z namenom spodbujanja razvoja pedagoškovsebinskega znanja je bil predmet spremenjen na naslednjih področjih: pričakovani učni dosežki, jezik pouka kemije, zavedanje pomena »Johnstonovega trikotnika« in pogosta napačna razumevanja. Da bi raziskali pedagoškovsebinsko znanje študentov študijskih programov izobraževanja učiteljev v praksi na temo kemijskih vezi, še zlasti pedagoškovsebinsko znanje, povezano s prenovljenimi področji učnega načrta predmeta kemijsko izobraževanje 2, je bila zasnovana in izvedena študija primera, ki je temeljila na natančnem opazovanju študenta in njegovih učnih priprav, poučevanja in evalvacije poučevanja. Izsledki kažejo na povečanje študentovega pedagoškega vsebinskega znanja, povezanega z učno temo kemijska vez, saj posebne značilnosti kažejo, da je vir te rasti skoraj gotovo prenovljeni učni načrt predmeta kemijsko izobraževanje 2.Prenosi
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