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Measuring Content and Pedagogical Content Knowledge of General Chemistry Teaching Assistants
Measuring Content and Pedagogical Content Knowledge of General Chemistry Teaching Assistants
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105705
- ISBN
- 9798263308339
- DDC
- 371
- 서명/저자
- Measuring Content and Pedagogical Content Knowledge of General Chemistry Teaching Assistants
- 발행사항
- [Sl] : University of Illinois at Urbana-Champaign, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 163 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-05, Section: B.
- 주기사항
- Advisor: Cromley, Jennifer G.
- 학위논문주기
- Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2024.
- 초록/해제
- 요약This study explored the content knowledge and pedagogical content knowledge of general chemistry teaching assistants related to the topic of introductory stoichiometry, including measuring what teaching assistants with various levels of experience know and how they approach teaching the subject. Interviews with 56 experienced and inexperienced UIUC chemistry teaching assistants were conducted over Zoom during the summer and fall semesters of 2023 in which participants were asked to verbally respond to twelve items measuring their chemistry content knowledge and their pedagogical content knowledge. Items required participants to solve routine chemistry problems, explain how they would introduce common chemistry content, identify student misconceptions, and discuss how they would resolve these misconceptions. Results revealed that although the majority of study participants had adequate content knowledge, there were still a fraction who maintained substantial misconceptions. Pedagogical content knowledge varied; most teaching assistants were able to identify student difficulties, but far fewer verbalized strategies to resolve those difficulties. Most were also able to introduce chemistry topics with a great degree of accuracy, though on average, participants employed relatively few teaching strategies. Higher content mastery scores were correlated with stronger pedagogical content knowledge. Experience predicted higher content knowledge scores only if participants had taught the subject very recently, thought recent experience did not predict use of a more diverse set of teaching strategies. Male participants had higher content knowledge scores than female participants, though there were no notable differences in content knowledge or pedagogical content knowledge between other groups of study participants including graduate vs. undergraduate students and those who had taken more advanced chemistry coursework. Results provide implications for teaching assistant selection and training; instruction related to reflective strategies, interactive questioning, and identifying and resolving mathematical difficulties faced by first-year chemistry students may enhance teaching effectiveness.
- 일반주제명
- Chemistry
- 일반주제명
- Pedagogy
- 일반주제명
- Educational psychology
- 일반주제명
- Education
- 키워드
- Stoichiometry
- 기타저자
- University of Illinois at Urbana-Champaign Educational Psychology
- 기본자료저록
- Dissertations Abstracts International. 87-05B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■1001 ▼aMcCarren, Elise M.
■24510▼aMeasuring Content and Pedagogical Content Knowledge of General Chemistry Teaching Assistants
■260 ▼a[Sl]▼bUniversity of Illinois at Urbana-Champaign▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a163 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-05, Section: B.
■500 ▼aAdvisor: Cromley, Jennifer G.
■5021 ▼aThesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2024.
■520 ▼aThis study explored the content knowledge and pedagogical content knowledge of general chemistry teaching assistants related to the topic of introductory stoichiometry, including measuring what teaching assistants with various levels of experience know and how they approach teaching the subject. Interviews with 56 experienced and inexperienced UIUC chemistry teaching assistants were conducted over Zoom during the summer and fall semesters of 2023 in which participants were asked to verbally respond to twelve items measuring their chemistry content knowledge and their pedagogical content knowledge. Items required participants to solve routine chemistry problems, explain how they would introduce common chemistry content, identify student misconceptions, and discuss how they would resolve these misconceptions. Results revealed that although the majority of study participants had adequate content knowledge, there were still a fraction who maintained substantial misconceptions. Pedagogical content knowledge varied; most teaching assistants were able to identify student difficulties, but far fewer verbalized strategies to resolve those difficulties. Most were also able to introduce chemistry topics with a great degree of accuracy, though on average, participants employed relatively few teaching strategies. Higher content mastery scores were correlated with stronger pedagogical content knowledge. Experience predicted higher content knowledge scores only if participants had taught the subject very recently, thought recent experience did not predict use of a more diverse set of teaching strategies. Male participants had higher content knowledge scores than female participants, though there were no notable differences in content knowledge or pedagogical content knowledge between other groups of study participants including graduate vs. undergraduate students and those who had taken more advanced chemistry coursework. Results provide implications for teaching assistant selection and training; instruction related to reflective strategies, interactive questioning, and identifying and resolving mathematical difficulties faced by first-year chemistry students may enhance teaching effectiveness.
■590 ▼aSchool code: 0090.
■650 4▼aEducational tests & measurements
■650 4▼aChemistry
■650 4▼aPedagogy
■650 4▼aEducational psychology
■650 4▼aEducation
■653 ▼aChemistry education
■653 ▼aStoichiometry
■653 ▼aTeaching assistants
■690 ▼a0485
■690 ▼a0288
■690 ▼a0456
■690 ▼a0525
■690 ▼a0515
■71020▼aUniversity of Illinois at Urbana-Champaign▼bEducational Psychology.
■7730 ▼tDissertations Abstracts International▼g87-05B.
■790 ▼a0090
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361097▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
