Chemistry curricular knowledge of secondary school teachers
Apstrakt
In the course of this research, the extent of chemistry teachers' professional knowledge related to the structure, contents and application of chemistry curricula and their components was investigated. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of the teachers concerning the necessary changes in the curricula currently in effect. The teachers' answers showed that the most important components of the curriculum for their work are the goals and operative tasks/outcomes. The results indicated that information in the curriculum components exits that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with an appropriate teachers' training programme applied information from the curriculum within the ...teaching process through demonstration methods and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers' capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers' activities within the framework of initial education and continuing professional development of teachers.
Ključne reči:
curricular knowledge / curricular components / annual work plan / monthly work plan / lesson plan / chemistry teachingIzvor:
Journal of the Serbian Chemical Society, 2015, 80, 3, 435-452Izdavač:
- Serbian Chemical Soc, Belgrade
Finansiranje / projekti:
- Teorija i praksa nauke u društvu: multidisciplinarne, obrazovne i međugeneracijske perspektive (RS-MESTD-Basic Research (BR or ON)-179048)
DOI: 10.2298/JSC141002121T
ISSN: 0352-5139
WoS: 000353423600012
Scopus: 2-s2.0-84930623475
Kolekcije
Institucija/grupa
Hemijski fakultet / Faculty of ChemistryTY - JOUR AU - Tomašević, Biljana AU - Trivić, Dragica PY - 2015 UR - https://cherry.chem.bg.ac.rs/handle/123456789/1694 AB - In the course of this research, the extent of chemistry teachers' professional knowledge related to the structure, contents and application of chemistry curricula and their components was investigated. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of the teachers concerning the necessary changes in the curricula currently in effect. The teachers' answers showed that the most important components of the curriculum for their work are the goals and operative tasks/outcomes. The results indicated that information in the curriculum components exits that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with an appropriate teachers' training programme applied information from the curriculum within the teaching process through demonstration methods and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers' capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers' activities within the framework of initial education and continuing professional development of teachers. PB - Serbian Chemical Soc, Belgrade T2 - Journal of the Serbian Chemical Society T1 - Chemistry curricular knowledge of secondary school teachers VL - 80 IS - 3 SP - 435 EP - 452 DO - 10.2298/JSC141002121T ER -
@article{ author = "Tomašević, Biljana and Trivić, Dragica", year = "2015", abstract = "In the course of this research, the extent of chemistry teachers' professional knowledge related to the structure, contents and application of chemistry curricula and their components was investigated. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of the teachers concerning the necessary changes in the curricula currently in effect. The teachers' answers showed that the most important components of the curriculum for their work are the goals and operative tasks/outcomes. The results indicated that information in the curriculum components exits that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with an appropriate teachers' training programme applied information from the curriculum within the teaching process through demonstration methods and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers' capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers' activities within the framework of initial education and continuing professional development of teachers.", publisher = "Serbian Chemical Soc, Belgrade", journal = "Journal of the Serbian Chemical Society", title = "Chemistry curricular knowledge of secondary school teachers", volume = "80", number = "3", pages = "435-452", doi = "10.2298/JSC141002121T" }
Tomašević, B.,& Trivić, D.. (2015). Chemistry curricular knowledge of secondary school teachers. in Journal of the Serbian Chemical Society Serbian Chemical Soc, Belgrade., 80(3), 435-452. https://doi.org/10.2298/JSC141002121T
Tomašević B, Trivić D. Chemistry curricular knowledge of secondary school teachers. in Journal of the Serbian Chemical Society. 2015;80(3):435-452. doi:10.2298/JSC141002121T .
Tomašević, Biljana, Trivić, Dragica, "Chemistry curricular knowledge of secondary school teachers" in Journal of the Serbian Chemical Society, 80, no. 3 (2015):435-452, https://doi.org/10.2298/JSC141002121T . .