Teachers' Mole Concept Pedagogical Content Knowledge: Developing the Model for the mole Concept Content Representations Framework

Abstract

Teaching and learning difficulties have been documented in numerous studies in literature. However not much has been done to develop a model of the mole concept Content Representations (CoRes) framework to simultaneously enhance teachers' mole concept Content Knowledge (CK) and Pedagogical Content Knowledge (PCK). Thus the study sought to fill up this gap in literature by developing the model of the mole concept CoRes framework through the assessment of teachers’ mole concept PCK. The study was conducted in 6 selected secondary schools in Kitwe district in the Copperbelt province of Zambia with a study sample of 30 grade 11 chemistry teachers. The data was collected using the questionnaire, lesson observations, Content Representations (CoRes) framework, and focus group discussion. The data was analysed by categorising it into themes captured by the conceptual framework of the study.  The findings of the study revealed that teachers’ mole concept PCK was weak and this was largely attributed to their conceptual limitations exhibited in their mole concept CK.  Their presentation of the topic was characterised by algorithmic approaches, semantics mistakes and didactic difficulties. The developed mole concept CoRes framework focuses on addressing the conceptual and didactic limitations identified in literature and by the study.

Keywords: Mole concept, content knowledge, Pedagogical Content Knowledge

DOI: 10.7176/JEP/10-8-08

Publication date:March 31^st 2019