Abstract
The use of analogies by teachers is influenced by their existing knowledge base, especially their pedagogical content knowledge (PCK). With respect to teaching with multiple analogies, little is known about the relationship between teachers’ classroom practice and their PCK before and after teaching. This study explores that relationship. An expert chemistry teacher was the subject of this study, and three lessons on chemical equilibrium for Grade-12 students were observed. The teacher was interviewed about his teaching intentions, and a reflective post-teaching interview conducted. The analysis indicates a number of relevant correspondences and differences between the teacher’s intentions and his classroom practice. After teaching, the teacher appeared to be aware of the relevant correspondences, but was not aware of the differences, especially the absence of his intended attention to the limitations of specific analogies, and the absence of his intended check of students’ understanding of links between an analogy and its target. These results underline the need to pay attention to specific aspects of teaching with analogies in the context of science teacher education.
Keywords
- Chemical Equilibrium
- Pedagogical Content Knowledge
- Classroom Practice
- Chemistry Teacher
- Expository Text
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Harrison, A., De Jong, O. (2005). Using Multiple Analogies: Case Study of a Chemistry Teacher’s Preparations, Presentations and Reflections. In: Boersma, K., Goedhart, M., de Jong, O., Eijkelhof, H. (eds) Research and the Quality of Science Education. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3673-6_28
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DOI: https://doi.org/10.1007/1-4020-3673-6_28
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