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Outcomes of a chemistry content professional learning session: Teachers' perspectives

Rowen, C.ORCID: 0000-0003-4490-9542, Woods-McConney, A., Hughes, L.ORCID: 0000-0001-6496-988X and Laird, D.W.ORCID: 0000-0001-7550-4607 (2017) Outcomes of a chemistry content professional learning session: Teachers' perspectives. Teaching Science, 63 (2). pp. 42-47.

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Abstract

The national curriculum for chemistry includes topics that have not previously been taught at secondary level. In response to requests for teacher professional learning (PL) covering these topics, a course called 'Divide and Analyse' was developed. Investigations into the PL needs of chemistry teachers were carried out in conjunction with the pilot session. Pre- and post-PL survey responses and focus group discussions provided a wealth of information about the needs of chemistry teachers and how university chemists can support them. Three themes of support for chemistry teaching were identified: resources for chemistry teaching, content PL for chemistry teachers and enrichment excursions/incursions for school students. Teachers explained that this type of support may contribute to making the study of chemistry more interesting and relevant for their students. A partnership between chemistry teachers and university chemists can facilitate the provision of the identified support for chemistry teaching. It was concluded that a community of practice partnership had developed from the Divide and Analyse PL. A model that brings together the major findings of the study is proposed.

Item Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: Australian Science Teachers Association.
Publishers Website: https://asta.edu.au/resources/teachingscience
URI: http://researchrepository.murdoch.edu.au/id/eprint/49344
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