A Comparative Case Study Of High School Novice And Experienced Chemistry Teachers' PCK

PCK is a teacher in the teaching activities carried out by a unique knowledge of effective teaching. It is a dynamic integration of open system, with indivisibility; however in the view of chemistry teachers' PCK, it can be analyzed and studied from chemistry teaching concept, students' knowledge, chemistry curriculums knowledge, chemistry teaching methods and strategies, and so on.This research focuses on two teachers in one high school of Wuhan, one is a novice teacher of chemistry, and the other is an experienced teacher with 16 year teaching seniority. Comparative analysis through the use of questionnaires, teaching documents, making concept maps, classroom observation and interview with teachers and other five kinds of research methods, in this research we totally studied more than 10 teaching cases. To make the research easy we selected two similar examples of the two teachers, one example is the amount of material concentration and preparation, the other is ion reactions.Study found that the chemistry novice teachers and experienced teachers have significant difference in the instructional design, which mainly showed in the design of teaching goals, key and difficult points of teaching and the choice of exercise teaching. For the novice teachers in the design process they reflected more concept of the new curriculum, however they can not have a deep understanding of the textbook, and have no idea in the key and difficult points of teaching. In teaching examples and problem setting, almost all come from the textbook, hardly have any change.In the classroom instruction aspects, novice teachers are more concerned about chemical knowledge and considered very little about the correlation between units' content and students' life, they narrated in a single way, and can not adjust to the task of the textbook, lacking of understanding about specific topic that students can not correctly grasp, for example the understanding and the misunderstanding of knowledge, in the same time they cannot grasp students' study barrier correctly.In the teaching reconsidering aspects, the novice teachers focused more on teaching content knowledge and lacking of overall reconsidering of the whole class, while the experienced teacher was good at the whole teaching process to reflect more profound, and more methods. In addition, the novice teacher believed that the main way to improve is listening to the senior teachers' class, discusses and exchanges more with their colleagues, and the main way to improve their teaching level is listen to more of old teachers' class, which can direct help in their teaching. But compared to the experience chemistry teachers they thought the main way to improve teaching was serious study, experience and positive reflection, and the attitude is the most important thing. Listening to the high quality class, they can gain a lot and expand their chemical vision.According to the Novice study there are some useful recommendations can improve the ability of the high school chemistry teachers:(1) Taking some time to read more books about chemical education and improve their chemistry teaching concept, correct attitude of teaching and research. (2) How to use teach vision to re-learn the knowledge of chemistry curriculum, including middle school and high school chemistry knowledge. (3) Before the teaching action, in teaching action, and after actions, must be rethinking profoundly timely about their own teaching design and teaching, and discuss with their colleagues.