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Qualified to teach? How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas
Dr Vanessa Kind
School of Education
Durham University
Durham, UK
∂
Qualified to teach?
Here in the UK, academic qualifications are used to select applicants for teaching:-
•A “good” degree in a science
•2 sciences studied to 18 (A levels)
•16+ (GCSEs) in Maths, Science, English
∂
But let’s look at their backgrounds
Science teachers are:-
•25% biology graduates
•47% “other science” graduates
•Few hold degrees in physical sciences
(Moor et al, 2006)0
5
10
15
20
25
30
35
40
45
50
Bio Chem Phys Other None
∂
Therefore…
• Physical science specialist teachers are rare • Science teachers often have to teach all sciences to
11-16s • To teach physical sciences well, we rely on those
without chemistry/ physics degrees knowing / learning the necessary subject knowledge
• Teachers teach science – Within specialism and – Outside specialism
∂
Personal factors
Teachers may prefer to be
Specialists
Generalists
Teachers’ self confidence for outside specialism teaching may be
High
Low
“In progress”
∂
Research questions
What misconceptions about basic chemical ideas are held by trainee science teachers?
In what ways do trainees’ academic and personal characteristics correlate with their misconceptions?
∂
Theoretical background
Content knowledge (CK) •is a vital component of teachers’ subject matter knowledge•is the facts and concepts of the subject matter
(Cochran and Jones, 1998)
•Good CK is a precursor for effective science teaching (Abell and Lederman 2007)
Self-confidence •teachers who lack self-confidence tend to teach less content knowledge
(Jones and Carter, 2007)
∂
Hypotheses
Trainee teachers with chemistry degrees have fewer misconceptions than those with physics / biology degrees
Non-chemist trainee teachers with high self-confidence and preference for teaching as generalists may have poor chemistry knowledge
∂
Methodology
• Misconceptions data were collected by questionnaire comprising open questions in five areas:-– particle theory, chemical bonding, conservation of
mass in reactions, combustion reactions and mole calculations
• Personal characteristics were collected by Likert scale questionnaire using paired statements – Preference for within / outside specialism teaching – Confidence for teaching within / outside specialism
∂
Trainee teacher sample (2)
179 responded to the misconceptions questionnaire – at the start
152 responded to the personal characteristics questionnaire – after 3 months (27 withdrawals)
∂
The trainee teacher sample (1)
0
10
20
30
40
50
60
Bio Chem Phys
”Postgraduate Certificate of Education” (PGCE) participants 2005 – 2008
•90% held degrees regarded as ”good” in UK •20% held higher degrees in science •54% were female •60% were aged 21 – 25
∂
Chemistry misconceptions (1)
Particle theory and change of state
16% suggested a copper atom would be coloured
20% thought bubbles in boiling water would be hydrogen and oxygen
∂
Combustion 20% thought exhaust gases would have less mass than petrol 31% said energy from burning methane is from bond breaking 11% said energy in burning methane comes from air, flame, oxygen or carbon
Conservation 17% suggested mass decreases when a precipitate forms 7% suggested mass increases when a precipitate forms
∂
Mole calculations
18% gave answers showing they could not use reacting mass reasoning
6% thought the mass of carbon dioxide produced by a power station would be less than the starting mass of coal
∂
Chemical bonding
35% explained the formula of methane as ”carbon forming four bonds”
36% reasoned covalent bonding is ”weaker” than ionic bonding
60% did not list any ions as present in hydrochloric acid
16% used hydrogen chloride molecules to explain displacement
∂
Misconceptions – mean scores Chemists
N= 39
Physicists
N=29
Biologists
N=98
Conservation of mass
73 62 73
Particle theory and state change
64 54 61
Combustion reactions
71 47 54
Mole calculations
74 68 55
Chemical bonding
57 41 46
∂
Misconceptions – summary Chemists have fewer misconceptions overall
Conservation of mass was best understood
Chemical bonding showed most misconceptions
Biologists describe or
restate questions
Physicists Overcomplicate using
e=mc2 for all energy responses
∂
Trainees’ preferences for specialist / generalist teaching
4 response categories:-
PTS PTA
Positive specialist strongly agree disagree
Neutral specialist agree agree /neutral
Neutral generalist disagree agree
Positive generalist strongly disagree agree / strongly agree
Statements: I prefer to teach topics in my specialist area (PTS) I am pleased to teach topics in all areas of science (PTA)
∂
Trainees’ preferences for specialist/generalist teaching
Chemists Physicists Biologists Totals
Positive specialist
9 1 17 27 (19%)
Neutral specialist
17 13 40 70 (50)
Neutral generalist
4 1 12 17 (12)
Positive generalist
7 10 10 27 (19)
Totals 37 25 79 141
∂
Trainees’ confidence for teaching within and outside specialism
Four response categories:
LCO DNS
Super-confident Strongly disagree Strongly agree
Confident Disagree Agree
Working confident Agree / Neutral Agree/Neutral
Anxious Strongly agree Strongly disagree
Statements: I am less confident when I teach outside my specialist area (LCO) I do not need to teach my specialism to feel confident as a teacher (DNS)
∂
Personal characteristics: trainees’ confidence
Chemists Physicists Biologists Totals
Super-confident
10 1 14 25(18%)
Confident 4 2 19 25 (18)
Working confident
12 10 26 48 (35)
Anxious 10 11 19 40 (29)
Totals 36 24 78 138
∂
Personal characteristics – summary
38% polarised –
19% positive specialists ,
19% positive generalists
Physicists - most polarised between these ”extremes”
Chemists – highest proportion of positive specialists
50% are neutral specialists
No background characteristics correlated statistically
∂
36% are super-confident or confident
Chemists show highest proportion of super-confidence
Physicists show highest proportion of anxious trainees
Statistics indicate –
Inter-specialist differences are significant
Possession of a higher degree confers confidence
∂
Cross-comparison of personal characteristics
Positive specialist
Neutral specialist
Neutral generalist
Positive generalist
Totals
Super-confident
0 10 (7%) 3 11 (8%) 24 (17%)
Confident 5 13 (9) 3 5 26 (19)
Working confident
9 25 (18) 8 7 49 (35)
Anxious 15 (11) 19 (14) 2 4 40 (29)
Totals 29 (21) 67 (48) 16 (12) 27 (19) 139
∂
Cross-comparison- SummaryPositive specialists – tend to be anxious
Are worried about teaching outside specialism
Positive generalists – tend to be super-confident
Think they can teach anything
Neutral specialists – tend to be working confident or anxious
Are prepared to work at teaching all sciences
Distinctions between these groups were statistically significant
∂
Comparing misconceptions and personal characteristics
Data reveal that for the cohort as a whole:-
• No significant correlations are observed between personal characteristics and misconceptions scores
• Misconceptions are spread relatively evenly across all preference / confidence sub-groups
∂
• ”Anxious” trainees do not score worse than other sub-groups
• ”Super-confident” trainees do not score better than other sub-groups
• Positive specialists do not score differently from positive generalists
But - whole cohort data are skewed by inclusion of chemists who scored more highly.
∂
Mean scores for chemical bonding – preference sub-groups
Positive specialist
Neutral
Specialist
Neutral
Generalist
Positive
Generalist
Row mean
Whole sub-group
49
(n= 27)
45
(68)
39
(17)
43
(27)
45
(139)
Chemists 48 (7) 61 (17) 47 (4) 51 (9) 54 (37)
Physicists 48 (10) 48 (13) 33 (1) 44 (1) 46 (25)
Biologists 51 (10) 38 (38) 37 (12) 39 (17) 40 (77)
∂
Mean scores for chemical bonding – confidence sub-groups
Super-confident
Confident Working confident
Anxious
Row mean
Whole sub-group
43 (n=25) 41 (25) 45 (48) 45 (38) 44 (136)
Chemists 50 (10) 47 (4) 62 (12) 46 (10) 52 (36)
Physicists 44 (1) 39 (2) 46 (10) 49 (11) 47 (24)
Biologists 38 (14) 40 (19) 37 (26) 42 (17) 39 (76)
∂
Comments:
Compared to the whole sub-groups:- • Positive generalist biologists score lower than
chemists / physicists • All positive specialists tend to score higher than other
preferences • Biologists exhibit lowest scores regardless of
confidence level • Super-confident biologists score lower than chemists
∂
Conclusions ”Qualified to teach” means:-
More than having a ”good” degree in any science
Correcting personal misconceptions
Knowing not to repeat school-learned erroneous thinking
∂
And…. Super-confidence – can mean ”over-confidence”
about 10% are super-confident biologists
Anxiety – can mean ”defensive pessimism”– knowing how to handle personal challenges
characteristic of physicists
Personal characteristics may be useful indicators to guide science teacher preparation
∂
References Abell, S. K. and Lederman, N. G. (eds) (2007) Research on science teacher
knowledge. Handbook of research on science education Lawrence Erlbaum Associates , Hillsdale, NJ, USA
Cochran, K. F. and Jones, L.L. (1998) The Subject Matter Knowledge of Preservice Science Teachers in International Handbook of Science Education part two edited by Fraser, B. J. and Tobin, K.G. Dordrecht: Kluwer
Jones, M.G. and Carter, G. (2007) Science Teacher Attitudes and Beliefs in Handbook of Research on Science Education, Edited by Abell, S.K. and Lederman, N.G. Lawrence Erlbaum Associates , Hillsdale, NJ, USA
Moor, H., Jones, M., Johnson, F., Martin, K., Cowell, E. and Bojke, C. (2006) Mathematics and science in secondary schools The deployment of teachers and support staff to deliver the curriculum, Department for Education and Skills Research Report No 708 National Foundation for Education Research , Slough, UK Retrieved April 2008 http://www.dfes.gov.uk/research/data/uploadfiles/RR708.pdf
∂
Dr Vanessa Kind
School of Education
Durham University
Leazes Road
Durham DH1 1TA
+44 191 334 8369