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首页> 外文期刊>Research in Science Education >Domain-Specific Expertise of Chemistry Teachers on Context-Based Education About Macro–Micro Thinking in Structure–Property Relations
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Domain-Specific Expertise of Chemistry Teachers on Context-Based Education About Macro–Micro Thinking in Structure–Property Relations

机译：化学老师在基于上下文的上下文中关于结构-属性关系的宏观-微观思维的教育方面的专业知识

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This study aims to determine and describe the new domain-specific expertise of experienced chemistry teachers in teaching an innovative context-based unit about macro–micro thinking in structure–property relations. The construct of ‘teachers’ domain-specific expertise’ was used to analyse the new repertoire chemistry teachers need to acquire to teach a context-based unit and achieve the intended effects of the curriculum innovation. A phenomenological approach of exploration and verification of teachers’ new repertoire resulted in the description of seven themes. These themes were related to the new aspects of the unit: the context-setting, the teacher’s role and the new content. In addition, the results show that the theoretical framework of teachers’ domain-specific expertise is feasible for the analysis and description of their new repertoire in the domain of teaching a context-based unit. Further research is necessary to explore the use of the framework from the perspective of teachers’ professional development, where affective components in teachers’ learning processes play an important role.
机译：本研究旨在确定和描述经验丰富的化学老师在教授基于结构和属性关系的宏观-微观思维的创新上下文基础单元时所具有的特定领域的新专业知识。 “教师”特定领域专业知识的结构用于分析新的曲目化学老师需要获得的知识，以教授基于上下文的单元并实现课程创新的预期效果。一种探索和验证教师新曲目的现象学方法导致描述了七个主题。这些主题与单元的新方面有关：上下文设置，老师的角色和新内容。此外，结果表明，教师特定领域专业知识的理论框架对于在基于上下文的单元教学领域分析和描述其新曲目是可行的。从教师的专业发展的角度出发，有必要进行进一步的研究以探索该框架的使用，因为在教师的学习过程中，情感因素起着重要的作用。

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