An investigation of how chemistry teachers plan lessons

Amy L Micklos, Purdue University

Abstract

Relatively few studies in teacher planning have examined the planning practices of science teachers. The purpose of this study was to examine how chemistry teachers plan lessons and what factors influence their planning. Six chemistry teachers with varying degrees of experience were interviewed at their schools in two Midwestern states to obtain data for this hermeneutic study. The findings of this study suggest that chemistry teachers seek methods for planning that incorporate their personal goals and personal style. The formal lesson formats recommended by pre-service training programs were not incorporated into their teacher planning because the formats were too cumbersome and impersonal. There were also two unexpected findings. First, the study participants revealed that they were disappointed with their teacher training programs because there were not enough opportunities to work with real situations, their teacher educators failed to model teaching strategies they recommended, and their teacher educators failed to provide significant evidence to support the use of the recommended teaching strategies. Secondly, one teacher proposed the use of a new layout for planning which was based on a constructivist framework. The format included the use of a discussion, discovery, and lab.

Degree

M.S.

Advisors

Bodner, Purdue University.

Subject Area

Chemistry|Science education|Curriculum development

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