Cypriot Journal of Educational Sciences

Yazarlar: Ayoade Ejiwale Okanlawon

Konular:-

Anahtar Kelimeler:Limiting reagent problems,Problem-solving,Instructional strategy,Pedagogical content knowledge,Stoichiometry.  

Özet: Although there is a growing interest in studies of students’ problem-solving strategies and difficulties, and misconceptions regarding stoichiometry, little is known about the way teachers understand and teach reaction stoichiometry. This article presents a case study of pedagogical content knowledge put into actions by chemistry teachers when teaching the topic of stoichiometry to second year senior secondary school students. Fourteen chemistry teachers with teaching experience ranging from 5 to 20 years were involved in this study. Research data were obtained from classroom observations and videotaped recordings of classroom practice. Analyses of the teachers’ teaching activities revealed their skillfulness, resourcefulness, and weaknesses in terms of pedagogical content knowledge displayed when teaching stoichiometry. The results of this exploratory study offer insight into the knowledge systems that need to be expanded, enriched, and elaborated for teaching stoichiometry. To better understand the findings of this study, the results obtained were presented under two separate sections: (1) results concerning introducing reaction stoichiometry to students and (2) results concerning leading students to identify limiting reagents. Implications for instruction and teachers’ professional development are offered.  

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