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Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development

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Journal of Science Teacher Education

Abstract

The purpose of this study was to explore the relationship between teachers’ (N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative measures assessed CK, PCK, and PSTE. Document analysis focused on PCK. Elementary teachers gained CK, PCK, PSTE, and designed lessons to advance thinking from macroscopic to abstract models. Middle/secondary teachers gained PSTE, PCK, and introduced macroscopic models to develop understanding of previously taught abstract models. All implemented representational thinking and conceptual change strategies. Results suggest that: (1) constructivist PD meets the needs of teachers of varying CK, and (2) instruction should connect representational models with alternative conceptions, integrating radical and social constructivism.

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Acknowledgments

This research has been supported by The Ohio Improving Teacher Quality State Grants Program funded under the No Child Left Behind (NCLB) Act of 2001.

Author information

Authors and Affiliations

  1. Kent State University Stark, 6000 Frank Ave. N.W., Canton, OH, 44720, USA

    Claudia Khourey-Bowers

  2. Kent State University Tuscarawas, New Philadelphia, OH, USA

    Christopher Fenk

Authors
  1. Claudia Khourey-Bowers
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  2. Christopher Fenk
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Corresponding author

Correspondence to Claudia Khourey-Bowers.

Appendix: Content Knowledge Assessment and Evaluation Guide

Appendix: Content Knowledge Assessment and Evaluation Guide

Pretest/Posttest and Evaluation Guide (M, P, and S Refer to Macroscopic, Particulate, and Symbolic, Respectively)

  1. 1.

    Tell the story of an ice cube: where you think it came from and how it got to be the way it is. Follow that with what you think will happen to it over a couple of days if it is left out on the sidewalk on a warm day. You want to communicate in the story as much as you know about the ice cube. Use simple language (no terms that you are not absolutely sure that you can explain) and be as complete as you can. Draw pictures if you think you can illustrate your points more clearly that way. You may use back of this page if you wish.

    1. i.

      All states of matter (solid, liquid, gas) are described in the answer: 1 point, M

    2. ii.

      The physical properties of the states of matter (e.g., crystalline solid, free flowing liquid, expansive gas) are described in the answer: 1 point, M

    3. iii.

      Energy relationships (e.g., endothermic/exothermic processes) between the states of matter are described in the answer: 1 point, P

    4. iv.

      Description the relationship between energy and molecular motion (i.e., molecular motion is a function of energy/temperature) stated in the answer: 1 point, P

  2. 2.

    After many experiments, scientists now think that:

    • all things are made of small particles.

    • these particles move in all directions.

    • they move faster as temperature goes higher.

    • they exert forces on each other.

    • they are too small to see through common microscopes.

    Use any of the ideas above to help you answer the following question: Why does the pressure in car tires increase during a trip?

    1. i.

      Statement that air consists of molecules (nitrogen and oxygen): 1 point, P

    2. ii.

      Relationship between air pressure and energy (temperature) stated in the answer: 1 point, P

    3. iii.

      Description the relationship between energy and molecular motion (i.e., molecular motion is a function of energy/temperature) stated in the answer: 1 point, P

    4. iv.

      Understanding that friction between the tire and the road surface provides the energy causing increased tire pressure: 1 point, P

  3. 3.

    A piece of pure phosphorus was held in a closed flask with some water, as shown in the diagram. The flask and its contents (combined) weighed 205 g. The sun’s rays were focused on the phosphorus, which then caught fire. The white smoke produced slowly dissolved into the water. After cooling, the flask and its contents were weighed again.

    Would you expect the weight of the flask + contents now to be: (Check one).

    • (a) —more than 205 g? (b) —205 g?

    • (c) —less than 205 g? (d) —there’s not enough information to answer

    Give a reason for your answer:

    1. i.

      Correct answer selected: 1 point, S

    2. ii.

      Statement of the law of conservation of mass: 1 point, S

    3. iii.

      Understanding that a closed system cannot lose or gain mass: 1 point, S

    4. iv.

      Understanding that a chemical reactions are conservative processes: 1 point, S

  4. 4.

    A small amount of steel wool was placed on open balance pan P and weights were added to pan Q to balance it.

    The steel wool was then removed and heated in air. It formed a black powder, which was carefully collected and returned to Pan P. What do you expect to happen to Pan P?

    Explain your answer.

    1. i.

      Understanding that the steel wool is heated and not burned: 1 point, M

    2. ii.

      Indication that the mass of the substance in pan P increases: 1 point, P

    3. iii.

      Understanding that when the steel wool is heated it reacts with oxygen in the air producing a new compound: 1 point, P

    4. iv.

      Giving the precise chemical equation for the reaction (4 Fe + 3 O 2  → 2 Fe 2 O 3 ): 1 point, S

  5. 5.

    Air particles in the flask drawn at right are pictured as dots. The air particles are spread out uniformly in the flask.

    The following questions were asked in a science class:

    • * Why do not all the air particles in the flask fall down on each other and stay at the bottom?

    • * Why do the particles remain spread out even though there is space between them and they don’t have anything to rest on?

    Six pupils suggested different answers to these questions.

    Your task is to circle the name of the pupil whose answer you think is best. If you have another, better answer, don’t circle any names but write your explanation at the bottom of this section.

    1. (a)

      Jeff says, because—in the spaces between the particles there are more and more particles.

    2. (b)

      Jean says, because—the particles have their own constant motion.

    3. (c)

      Randy says, because—in the spaces between the particles there is air that holds the particles in place.

    4. (d)

      Patty says, because—there are repulsive forces between the particles that keep them far apart.

    5. (e)

      Kim says, because—the density of air is very small.

    6. (f)

      Jim says, because—if the air gets hot enough, its particles stretch out and touch, holding each other up.

    7. (g)

      My explanation is:

      1. i.

        Selection of (b) or (d), “Jean’s” or “Patty’s” answer: 1 point, P

      2. ii.

        Selection of (b) and (d), “Jean’s” and “Patty’s” answer: 2 points, P

      3. iii.

        Providing a better explanation (g):, P

        1. a.

          Indicating that air particles are in constant motion: 1 point

        2. b.

          Understanding the relationship between molecular motion and temperature: 1 point

        3. c.

          Understanding the concept of molecular collisions in the gas phase: 1 point

        4. d.

          Understand of the relationship of energy and physical state: 1 point

    8. 6.

      Where does the energy come from that allows you to drive your car to the grocery store, and where does it go? (Use back of this page if you need more room).

      1. i.

        Description of gasoline as a fuel: 1 point, P

      2. ii.

        Explanations of potential energy and kinetic energy: 1 point, S

      3. iii.

        Statement of the law of conservation of energy: 1 point, S

      4. iv.

        Description of the conversion of chemical energy to other forms of energy (i.e., mechanical, electrical etc.): 1 point, S

    9. 7.

      Draw a picture of an atom. You may use labels. Add a short verbal description of the limitations of your drawing. Use back of page if you need more room

      1. i.

        Atom drawing indicates a nucleus surrounded by electrons: 1 point, P

      2. ii.

        Nucleus is described to consist of protons and neutrons: 1 point, P

      3. iii.

        Electrons depicted in “clouds” or “orbitals” surrounding the nucleus: 1 point, Pt

      4. iv.

        Electrons described as having discrete energy levels: 1 point, P

      .

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Khourey-Bowers, C., Fenk, C. Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development. J Sci Teacher Educ 20, 437–457 (2009). https://doi.org/10.1007/s10972-009-9140-0

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