Authors :
Anyalewechi Lucy Tochukwu; I. M. Danjuma; Dr. Abdulkarim Ali Deba; Amarachukwu Delight Anyalewechi; Ajaegbu Emmanuel Chigozie; Chidozie Diamond Anyalewechi
Volume/Issue :
Volume 9 - 2024, Issue 2 - February
Google Scholar :
http://tinyurl.com/y34yuucs
Scribd :
http://tinyurl.com/2hzhbavc
DOI :
https://doi.org/10.5281/zenodo.10686065
Abstract :
Topic-specific pedagogical content knowledge
(TSPCK) is the bedrock in which the subject matter
knowledge of a particular topic or content is delivered to
students. This study assessed the TSPCK of the pre-service
chemistry teachers in Abubakar Tafawa Balewa
University with an in depth study of two major
components of TSPCK. The two major components of
TSPCK which are; The difficult content component and
the use of Representation component were considered and
this served as the basis for the research questions and the
purpose of the study. The Mole concept has been viewed to
be a very difficult topic for students to learn over the years.
The two research questions sought to determine the extent
to which the two components of TSPCK mentioned above
were effectively transformed by the pre-service teachers.
To answer the research questions, three (3) instruments
were used for data collection which are: The TSPCK mole
concept questionnaire which was given to the fifty-two (52)
final year chemistry education student of the University in
order to determine the extent of transformation of the
TSPCK components, A TSPCK conceptual understanding
test in mole concept which was given to the four selected
pre-service teachers who were used as the case study and
interview sections was to elicit or see the extent to which
they can transform the component of TSPCK in teaching
the concept well. The TSPCK conceptual understanding
test was analyzed both quantitatively using the scoring
rubric and qualitatively by explaining the content of the
test written by each pre-service teachers and capturing
their responses. Interview responses were coded to align
with the TSPCK coding pattern adapted by Mavhunga
(2012) and it was analyzed using the content analysis
technique. The likert survey questionnaire was analyzed
quantitatively using the mean and standard deviation. The
pre-service chemistry teachers exhibited different levels of
TSPCK in mole concept ranging from developing to
exemplary TSPCK as evidenced by their knowledge of
difficult content and the use of representations. Two of the
pre-service teachers were able to transform these two
components to a large extent while the other two pre-
service teachers were to a moderate extent. There was
proof of pre-service teachers lacking in certain areas of
TSPCK such as the ability to identify some difficult
contents and the inappropriate use of representations and
analogies. This suggests that there is the need for
improvements in pre-service teachers training which
would help address the needs of current and future
chemistry teacher. To facilitate TSPCK development, new
methods need to be explored to connect chemistry
education research to practice.
Keywords :
Knowledge of Difficult Content, Components, Mole Concept, Representation, Analogies, TSPCK, Pre- Service Teachers.
Topic-specific pedagogical content knowledge
(TSPCK) is the bedrock in which the subject matter
knowledge of a particular topic or content is delivered to
students. This study assessed the TSPCK of the pre-service
chemistry teachers in Abubakar Tafawa Balewa
University with an in depth study of two major
components of TSPCK. The two major components of
TSPCK which are; The difficult content component and
the use of Representation component were considered and
this served as the basis for the research questions and the
purpose of the study. The Mole concept has been viewed to
be a very difficult topic for students to learn over the years.
The two research questions sought to determine the extent
to which the two components of TSPCK mentioned above
were effectively transformed by the pre-service teachers.
To answer the research questions, three (3) instruments
were used for data collection which are: The TSPCK mole
concept questionnaire which was given to the fifty-two (52)
final year chemistry education student of the University in
order to determine the extent of transformation of the
TSPCK components, A TSPCK conceptual understanding
test in mole concept which was given to the four selected
pre-service teachers who were used as the case study and
interview sections was to elicit or see the extent to which
they can transform the component of TSPCK in teaching
the concept well. The TSPCK conceptual understanding
test was analyzed both quantitatively using the scoring
rubric and qualitatively by explaining the content of the
test written by each pre-service teachers and capturing
their responses. Interview responses were coded to align
with the TSPCK coding pattern adapted by Mavhunga
(2012) and it was analyzed using the content analysis
technique. The likert survey questionnaire was analyzed
quantitatively using the mean and standard deviation. The
pre-service chemistry teachers exhibited different levels of
TSPCK in mole concept ranging from developing to
exemplary TSPCK as evidenced by their knowledge of
difficult content and the use of representations. Two of the
pre-service teachers were able to transform these two
components to a large extent while the other two pre-
service teachers were to a moderate extent. There was
proof of pre-service teachers lacking in certain areas of
TSPCK such as the ability to identify some difficult
contents and the inappropriate use of representations and
analogies. This suggests that there is the need for
improvements in pre-service teachers training which
would help address the needs of current and future
chemistry teacher. To facilitate TSPCK development, new
methods need to be explored to connect chemistry
education research to practice.
Keywords :
Knowledge of Difficult Content, Components, Mole Concept, Representation, Analogies, TSPCK, Pre- Service Teachers.
