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http://dx.doi.org/10.5012/jkcs.2019.63.2.123

The Effect of Responsive Teaching Method on the Recognition of Pre-service Chemistry Teachers about Instructional Design related to Evaporation and Boiling  

Jo, Na-Yeon (Wansan High School)
Kim, Eunji (Department of Chemistry Education, Korea National University of Education)
Paik, Seoung-Hey (Department of Chemistry Education, Korea National University of Education)
Publication Information
Journal of the Korean Chemical Society / v.63, no.2, 2019 , pp. 123-133 More about this Journal
Abstract
The purpose of this study was to investigate the effect of responsive teaching method for pre-service teachers in Chemistry Education Department of H University. We designed three steps for the discussions: foregrounding the substance of learners' ideas, recognizing the disciplinary connections within learners' ideas, taking up and pursing the substance of thinking. In the step of foregrounding the substance of learners' ideas, we analyzed the questionnaires conducted by the 20 pre-service teachers to understand the nature of their ideas about evaporation and boiling. Among them, five pre-service teachers were selected to recognize the disciplinary connections within learners' ideas. Through these steps, the pre-service teachers have grasped the nature of their thinking about evaporation and boiling, and have experienced the process of modifying or expanding the frames of thought by the disciplinary connections within learners' ideas. In addition, the pre-service teachers directly perceived the effect of the responsive teaching method by experiencing dynamic changes of their conceptions.
Keywords
Responsive teaching; Pre-service chemistry teacher education; Evaporation; Boiling;
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