Interactions of chemistry teachers with gifted students in a regular high-school chemistry classroom

2018 ◽  
Vol 19 (1) ◽  
pp. 122-134 ◽  
Author(s):  
Naama Benny ◽  
Ron Blonder
Keyword(s):  
High School ◽  
Special Needs ◽  
Gifted Students ◽  
Chemistry Laboratory ◽  
Laboratory Work ◽  
Regular Classroom ◽  
Abstract Concepts ◽  
High School Chemistry ◽  
Chemistry Teaching ◽  
Chemistry Teachers

Regular high-school chemistry teachers view gifted students as one of several types of students in a regular (mixed-ability) classroom. Gifted students have a range of unique abilities that characterize their learning process: mostly they differ in three key learning aspects: their faster learning pace, increased depth of understanding, and special interests. If gifted students are to develop their abilities and potential, and learn optimally in a regular classroom, the teaching must be adjusted to meet their special needs. Chemistry high-school curricula have built-in potential to cater to the special needs of gifted students. Chemistry learning entails laboratory work and comprehension of abstract concepts. In the classroom, the interactions between teachers and students are core events that trigger other class events. In the present study the interactions between teachers and gifted students in a regular classroom, which are specific for chemistry teaching, were studied. Two general categories of interactions with gifted students were found to be unique to the chemistry classroom: (1) interactions involving laboratory work and (2) interactions involving the challenge of teaching chemistry content. We found that since gifted students master abstract chemistry concepts quickly and with minimum scaffolding, no interactions regarding this aspect were reported. Gifted students do not need all the instruction time teachers usually devote to explaining abstract concepts in chemistry, concepts that are considered difficult for other students. The present study indicates the essential need of enhancing chemistry teachers’ knowledge regarding teaching gifted students in the chemistry classroom. This includes knowledge about how gifted students learn in general, and its adaptation to the chemistry classroom and the chemistry laboratory according to academic and curricular needs of the gifted students.

Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”

2021 ◽  
Author(s):  
Adam G. L. Schafer ◽  
Victoria M. Borland ◽  
Ellen J. Yezierski
Keyword(s):  
High School ◽  
Best Practices ◽  
Formative Assessments ◽  
Learning Goals ◽  
Specific Method ◽  
High School Chemistry ◽  
Chemistry Teachers ◽  
Assessment Design ◽  
Teachers Beliefs ◽  
Representational Level

Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to require well-articulated tasks but lack either alignment regarding representational level or employ only one representational level for nearly all assessment items. Implications for the development of a chemistry-specific method for evaluating alignment are presented as well as implications for high school chemistry assessment design.

High-school chemistry teaching through environmentally oriented curricula

2012 ◽  
Vol 13 (2) ◽  
pp. 80-92 ◽  
Author(s):  
Daphna Mandler ◽  
Rachel Mamlok-Naaman ◽  
Ron Blonder ◽  
Malka Yayon ◽  
Avi Hofstein
Keyword(s):  
High School ◽  
High School Chemistry ◽  
Chemistry Teaching

scholarly journals EXPERIMENTAL ACTIVITIES AND TEACHING BY INVESTIGATION: PROPOSED CONTINUED FORMATION OF CHEMISTRY TEACHERS

2019 ◽  
Vol 16 (31) ◽  
pp. 164-174
Author(s):  
Alexsandra Rodrigues LIMA ◽  
Flávia Cristiane Vieira da SILVA ◽  
José Euzebio SIMÕES NETO
Keyword(s):  
High School ◽  
Experimental Work ◽  
Textual Analysis ◽  
Chemistry Teaching ◽  
Chemistry Teachers ◽  
Motivation And Learning ◽  
The City

The use of experiments is an important didactic strategy for the chemistry teaching, for motivation and learning of scientific contents, especially when designed in accordance with research teaching, in order to encourage questioning, planning and explanations based on evidence, actions essential for understanding the contents of chemistry. The present work had the objective of evaluating the potential of a continued formation of for chemistry teacher’s workshop, as well as analyzing the impressions of these teachers on experimental work through teaching by investigation. For this, it was conducted the referred workshop focused on the approach of experimentation in a perspective of teaching by investigation with six chemistry teachers of the High School in the city of Serra Talhada, Pernambuco. The application of the workshop occurred in two moments, totaling eight hours. To compose the proposal of continued formation the following activities were used: comics, videos, theoretical classes, presentation of experiments, among other resources. The data were collected from the use of a camera for recording in audio and video, in addition to the material produced by the participating teachers and were analyzed using description/reflection of the actions and discursive textual analysis, respectively. It was possible to perceive the evolution of teachers' conceptions about the use of experimentation in teaching, in a movement of convergence for ideas of work with experimental activities in the perspective of teaching by research

scholarly journals On the Application of Chart Teaching in Junior High School Chemistry Teaching

2019 ◽  
Vol 8 (2) ◽  
pp. 26
Author(s):  
Mengran Li
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Teaching Method ◽  
High School Chemistry ◽  
Chemistry Teaching ◽  
Multiple Dimensions ◽  
Teaching Content

<p>Graph is not only the teaching content, vivid, informative and highly relevant knowledge, but also a teaching method in junior high school chemistry teaching. It can show concepts and changes in multiple dimensions, help students overcome learning obstacles and make their thinking explicit.</p>

Chemistry critical friendships: investigating chemistry-specific discourse within a domain-general discussion of best practices for inquiry assessments

2020 ◽  
Vol 21 (1) ◽  
pp. 452-468 ◽  
Author(s):  
Adam G. L. Schafer ◽  
Ellen J. Yezierski
Keyword(s):  
High School ◽  
Best Practices ◽  
Assessment Practices ◽  
Chemistry Teacher ◽  
High School Chemistry ◽  
Teacher Discourse ◽  
Chemistry Teachers ◽  
Use Of Data ◽  
Teacher Professional ◽  
Assessment Beliefs

High school chemistry teachers struggle to use assessment results to inform instruction. In the absence of expert assistance, teachers often look to their peers for guidance and support; however, little is known about the assessment beliefs and practices of high school chemistry teachers or the discourse mechanisms used as teachers support one another. Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments. To analyze the discussion, a novel representation called a discourse map was generated to align the analyses conducted on chemistry teacher discourse as they temporally occurred. Results show the utility of the discourse map for evidencing critical friendship and assessment practices evoked by the teachers during the discussion of best practices. Implications for the structural considerations of materials and chemistry teacher professional development are presented as well as potential future investigations of teacher discourse regarding the use of data to inform instruction.

Investigating high school chemistry teachers’ assessment item generation processes for a solubility lab

2021 ◽  
Author(s):  
Adam G. L. Schafer ◽  
Ellen J. Yezierski
Keyword(s):  
High School ◽  
Knowledge Bases ◽  
Chemistry Teacher ◽  
High School Chemistry ◽  
Item Generation ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Assessment Item ◽  
Teacher Professional ◽  
Guidelines And Standards

Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing discourse among five high school chemistry teachers during an assessment item generation activity, including assessment items produced throughout the activity. Results include a detailed description of the role of knowledge bases embedded within high school chemistry teachers’ pedagogical content knowledge and the processes used to enact these knowledge bases during planned formative assessment design. Implications for chemistry teacher professional development are posited in light of the findings as well as potential future investigations of high school chemistry teacher generation of assessment items.

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