Teaching assistants' topic-specific pedagogical content knowledge in 1H NMR spectroscopy.
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| Title: | Teaching assistants' topic-specific pedagogical content knowledge in 1H NMR spectroscopy. |
|---|---|
| Authors: | Connor, M. C.1, Shultz, G. V.1 |
| Source: | Chemistry Education: Research & Practice. 2018, Vol. 19 Issue 3, p653-669. 17p. |
| Subject Terms: | *Teachers' assistants, *Pedagogical content knowledge, *Higher education, *Young adults, *Education, Nuclear magnetic resonance |
| Geographic Terms: | United Kingdom |
| Abstract: | Nuclear magnetic resonance (NMR) spectroscopy is an essential analytical tool in chemistry, and the technique is routinely included as a topic across the undergraduate chemistry curriculum. As a result of NMR's importance, classroom instruction of this topic has received considerable attention in chemistry education research. However, little is known about instructors’ knowledge for teaching this topic. In order to better understand this knowledge, we investigated topic-specific pedagogical content knowledge in 1H NMR spectroscopy among 20 chemistry teaching assistants at a large Midwestern university in the United States. A questionnaire was developed to provide an inferential measure of content knowledge and topic-specific pedagogical content knowledge in 1H NMR spectroscopy for participants with a range of teaching experience. Data from the questionnaire were analyzed qualitatively and quantized using a rubric. The quantitative data were transformed using the Rasch model and statistically analyzed. Results from these analyses indicate that pedagogical content knowledge increased with teaching experience in 1H NMR spectroscopy, suggesting that knowledge for teaching this topic is developed through practice. Additionally, the development of pedagogical content knowledge was found to depend upon content knowledge required for specific NMR sub-topics and problems. This finding suggests that the ultimate “grain-size,” or domain-specificity, of pedagogical content knowledge may extend to the problem level. Results from this study have implications for how instructors may cultivate knowledge for teaching NMR spectroscopy, as well as for how pedagogical content knowledge may be more effectively incorporated into instructor training programs. [ABSTRACT FROM AUTHOR] |
| Copyright of Chemistry Education: Research & Practice is the property of Royal Society of Chemistry and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 130477453 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching assistants' topic-specific pedagogical content knowledge in <superscript>1</superscript>H NMR spectroscopy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Connor%2C+M%2E+C%2E%22">Connor, M. C.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Shultz%2C+G%2E+V%2E%22">Shultz, G. V.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Chemistry+Education%3A+Research+%26+Practice%22">Chemistry Education: Research & Practice</searchLink>. 2018, Vol. 19 Issue 3, p653-669. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teachers'+assistants%22">Teachers' assistants</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Nuclear+magnetic+resonance%22">Nuclear magnetic resonance</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Nuclear magnetic resonance (NMR) spectroscopy is an essential analytical tool in chemistry, and the technique is routinely included as a topic across the undergraduate chemistry curriculum. As a result of NMR's importance, classroom instruction of this topic has received considerable attention in chemistry education research. However, little is known about instructors’ knowledge for teaching this topic. In order to better understand this knowledge, we investigated topic-specific pedagogical content knowledge in 1H NMR spectroscopy among 20 chemistry teaching assistants at a large Midwestern university in the United States. A questionnaire was developed to provide an inferential measure of content knowledge and topic-specific pedagogical content knowledge in 1H NMR spectroscopy for participants with a range of teaching experience. Data from the questionnaire were analyzed qualitatively and quantized using a rubric. The quantitative data were transformed using the Rasch model and statistically analyzed. Results from these analyses indicate that pedagogical content knowledge increased with teaching experience in 1H NMR spectroscopy, suggesting that knowledge for teaching this topic is developed through practice. Additionally, the development of pedagogical content knowledge was found to depend upon content knowledge required for specific NMR sub-topics and problems. This finding suggests that the ultimate “grain-size,” or domain-specificity, of pedagogical content knowledge may extend to the problem level. Results from this study have implications for how instructors may cultivate knowledge for teaching NMR spectroscopy, as well as for how pedagogical content knowledge may be more effectively incorporated into instructor training programs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Chemistry Education: Research & Practice is the property of Royal Society of Chemistry and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=130477453 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1039/c7rp00204a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 653 Subjects: – SubjectFull: Teachers' assistants Type: general – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Higher education Type: general – SubjectFull: Young adults Type: general – SubjectFull: Education Type: general – SubjectFull: Nuclear magnetic resonance Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Teaching assistants' topic-specific pedagogical content knowledge in 1H NMR spectroscopy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Connor, M. C. – PersonEntity: Name: NameFull: Shultz, G. V. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 11094028 Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: Chemistry Education: Research & Practice Type: main |
| ResultId | 1 |
