Authors : Anyalewechi Lucy Tochukwu; I. M. Danjuma; Dr. A. A Deba

Volume/Issue : Volume 9 - 2024, Issue 2 - February

Google Scholar : http://tinyurl.com/mrfk3xha

Scribd : http://tinyurl.com/2zkumkv3

DOI : https://doi.org/10.5281/zenodo.10663855

Abstract : The study assessed the topic-specific pedagogical content knowledge (TSPCK) of pre-service chemistry teachers in Abubakar Tafawa Balewa University in Mole concept. The two research questions sought to determine the extent to which components of TSPCK were effectively transformed by the pre-service teachers. The research questions were drawn from the components of TSPCK in Mole concept. which are; The knowledge of the learner's component and Curricular Salinecy. To answer the research questions, five (5) instruments were used for data collection. The instruments included; The TSPCK in Mole concept questionnaire, TSPCK in Mole concept scoring rubric, observation checklist, interview protocol and conceptual understanding test in Mole concept. The pre-service teachers were observed in the classroom as they taught mole concept to the SS 2 students. Thereafter the TSPCK mole concept questionnaire was given to the fifty-two (52) final year chemistry education student of the University which served as the total population for the study. The research embraced case study as a research strategy in order to determine the extent of transformation of the TSPCK components. Four (4) pre-service teachers were selected to be used as case study and a TSPCK conceptual understanding test in mole concept was given as well as an interview sections to elicit the extent to which they can transform the component of TSPCK in teaching the concept well. The convergent parallel mixed method was used as a research design. 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 his/her 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 reliability was accessed through member checking. The likert survey questionnaire was analyzed quantitatively using the mean and standard deviation. To determine the extent of TSPCK transformation, the pre-service teachers were individually observed as they teach in the classroom. The actual findings shows that the TSPCK of the pre-service teachers in Mole concept were still developing. Two pre-service teachers have a Developing TSPCK and were able to transform the components to a large extent. The other two pre-service teachers had a developing TSPCK and were able to transform the components to a Moderate extent. There was evidence of pre-service teachers lacking in these areas of TSPCK; the ability to identify student difficulties and some possible misconceptions they students have about the concept, suggesting the need for an improvement in pre-service teachers training 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 Learners, Misconception, Curricular Saliency, TSPCK, PCK, Pre-Service Teachers, Transformation, Interview, Coding.