This study is based on survey responses of 224 general chemistry instructors at United States (U.S.) community colleges and universities representing 46 states. The mean values of General Chemistry Topic Coverage (GCTC) score, developed by this researcher specifically for this dissertation study as a measure of course content, were statistically analyzed. The aim of this study is to answer five research questions: (a) Is there a difference in mean GCTC scores between U.S. community colleges and four-year colleges and universities? (b) If there is a difference in mean GCTC score between the two study groups, what are the observed differences in subtopics covered between community colleges and four-year colleges and universities? (c) Considering both community colleges and universities, is there a difference in mean GCTC score between the different designated U.S. regions? (d) Considering both community college and university professors, is there a difference in GCTC score for professors with a master's degree compared to those with a doctorate?, and (e) Is there a correlation between GCTC score and the percentage of students that major in science? Results indicate that there is a statistically significant difference in course content between community colleges and universities, there is a statistically significant difference between different U.S. regions, there is no statistically significant difference between professors with an earned master's versus those with an earned doctorate degree, and there is no statistically significant correlation between general chemistry course content and the percentage of a professor's students majoring in science. Details of the observed differences between community college and university course content are discussed, and recommendations for future research are presented.

The purpose of this study is to find out what students in the first chemistry course at the undergraduate level (general chemistry for science majors) know about the affordances of instrumentation used in the general chemistry laboratory and how their knowledge develops over time. Overall, students see the PASCO™ system as a useful and accurate measuring tool for general chemistry labs. They see the probeware as easy to use, portable, and able to interact with computers. Students find that the PASCO™ probeware system is useful in their general chemistry labs, more advanced chemistry labs, and in other science classes, and can be used in a variety of labs done in general chemistry. Students learn the affordances of the probeware through the lab manual, the laboratory teaching assistant, by trial and error, and from each other. The use of probeware systems provides lab instructors the opportunity to focus on the concepts illustrated by experiments and the opportunity to spend time discussing the results. In order to teach effectively, the instructor must know the correct name of the components involved, how to assemble and disassemble it correctly, how to troubleshoot the software, and must be able to replace broken or missing components quickly. The use of podcasts or Web-based videos should increase student understanding of affordances of the probeware.

This study explored if there are differing beliefs and attitudes regarding working with students of multicultural backgrounds based on the content area specialties (i.e. biology, chemistry, Earth science and physics) of in-service secondary science teachers. The study was mixed methods and conducted in two parts. The first part focused on the use of quantitative statistical analysis to review the results of 152 respondents to a 54 Likert questions on the Survey on Multiculturalism in the Science Classroom (SMSC). The statistical analysis was followed up with qualitative analysis of interviews with 12 in-service science teachers representing the different content areas. Quantitative findings indicated that biology and Earth science teachers demonstrated similar patterns of responses in terms of comparative statistical analysis, network correlation diagrams, and general responses to the Likert items from the SMSC. Of the four content area groups, physics teachers demonstrated the greatest difference in their responses regarding multiculturalism. The results also showed that the beliefs and attitudes of chemistry teachers were correlated with those of physics teachers; this was not the case for biology teachers and Earth science teachers. Themes emerging from a qualitative analysis of the interviews included the following: a) In-service teachers have received little formalized training in regard to working with multicultural students; and b) Differences in teacher beliefs and attitudes reported in this study could be the result of diminishing representation of students from multicultural backgrounds in the different sciences, particularly as students move through a traditional progression from biology, to Earth science, to chemistry, to physics.

The purpose of this investigation (a quasi-experimental design called a non-equivalent design group (NEDG)) was to determine if allowing students in a science majors general Chemistry I course the choice in establishing the due dates that their homework was due to the instructor would improve course averages. This study covered two semesters with a total of 288 students participating with n = 158 in the fall and n = 130 in the spring. The students self-selected the homework group, VOICES, that best fit his/her needs which included (1) the instructor's homework schedule, (2) a student-customized schedule or a schedule that followed the exam schedule, or (3) all homework due by the last class day prior to the final exam. Online homework was assigned and graded with individual assignment and homework average grades collected and analyzed. No statistically significant differences were found among the VOICES groups with respect to final course average. Other results of this study replicated findings in the literature; namely, that there is a higher correlation between mathematics skills and course success. Course averages of students who had completed Calculus I or higher were statistically significantly higher than students with less completed mathematics coursework in all VOICES groups. Also, the percentage of successful students in the on-sequence semester (fall) was higher than the percentage of students in the off-sequence semester (spring). No differences were seen in any VOICES group's student demographics or high school chemistry preparation.

學科教學知識（PCK）是上世紀80年代提出的一種與教師課堂實踐緊密聯繫的知識。回顧學科教學知識的研究文獻發現，較少有研究專門針對學科教學知識轉化為課堂教學行為的過程。本研究選取三位中學化學教師作為案例，詳細描述和分析了PCK如何向課堂教學進行轉化。根據PCK的兩大維度一是關於“教"，二是關於“內容"，研究選擇了某一特定教學主題（化學反應速率）以及探究式教學來具體化這兩大維度。這樣研究就是從具有特定教學主題和教學取向的角度去闡釋PCK的轉化過程。轉化研究從四個方面進行展開：一是教師對於探究的知識和信念，二是以探究為教學取向的PCK，三是教師的課堂實踐行為，四是PCK與教學行為之間的聯繫和差異，以及影響PCK向課堂實踐轉化的因素。 / 研究發現PCK向課堂實踐的轉化，可以從三個方面進行闡釋。首先從教師所理解的探究知識而言，教師對探究的理解程度會影響教學目標的制定、教學內容的選擇、教學策略和教學評價的實施以及學生知識這些PCK的主要成分，繼而影響探究教學的實施。教師對探究的理解最主要的困難體現在三個方面：一是缺乏使用證據進行解釋的意識；二是將探究等同於“預測"、“實驗室活動"；三是重視“做"科學多於“說"科學，學生較少獲得交流與解釋的機會。 / 其次PCK本身的程度影響課堂教學實踐的轉化。研究發現三位教師當中，有經驗教師的PCK各個知識成分比較均衡，知識成分之間能夠產生聯繫，PCK與教學行為之間的差異較小。新手教師的PCK發展處於不均衡狀態，其中教學目標和評價知識較為豐富，但是缺乏充分的教學策略知識來實現教學目標的轉變。PCK不僅僅是知識成分的綜合，它體現了教師將不同知識整合的能力，有經驗教師的整合能力明顯高於新手教師。此外，學生知識是變化最為劇烈的PCK知識成分，教師需要特別的提示或是刺激才能促進其在教學計劃中更多地考慮學生。 / 最後，教師面對探究教學的實施總體呈現一種複雜而矛盾的信念。這背後的影響因素主要來自五個方面：一是教學觀念，例如教師對學習“過程"和“結果"的價值判斷，通常“結果"定律影響探究教學的實施；二是自我效能感，自我效能感高的教師更能實現教學轉化；三是學生觀念，教師對學生的評價越是負面，越會阻礙教學轉化；四是同伴學習，擁有同儕支持的教師能夠獲得更多的教學資源以及自我效能感，如果有優秀教師的引領，這種自我效能感將更加得到強化；五是教科書、課程標準、考試等外在因素，通常“課程"和“考試"是教師認為最容易阻礙探究教學實施的兩大外部壓力。 / 基於以上發現，研究建議值得繼續關注的問題是：進一步確定PCK的評級方法和工具，幫助教師形成均衡發展的PCK；促進教師深入理解和反思探究的本質；為教師提供支持性的環境，包括穩定的培訓環境、增加教師之間學習的機會、支持教師對自我教學進行不斷的改進和跟新、鼓勵教師形成積極、正面、陽關的教學心態。研究對於教師專業發展和提高科學本質觀的認識這兩方面具有一定的理論和實踐貢獻。 / The notion of pedagogical content knowledge (PCK) was proposed in the 1980s. PCK is closely related to teachers’ classroom practices, but a review of research on PCK revealed that few previous studies had focused on how PCK is transformed into classroom practice. Using three high school chemistry teachers in Beijing as cases, this study investigated the transformation process of PCK. They taught chemical reaction rate by using inquiry teaching and learning in their schools. Interviews and direct observations were used to collect data on the actual teaching and learning process in their classrooms. The research focused on four areas: teacher knowledge and beliefs about inquiry; the PCK for inquiry teaching; teacher behaviors in the classroom; and the transformation of PCK into classroom teaching as well as the factors affecting the transformation process. / It was found that the process of PCK transformation can be analyzed from three perspectives. First, teachers’ levels of understanding of inquiry affected their selection of learning objectives, content, teaching strategies, and assessment. Three major difficulties encountered by the three teachers were identified. Secondly, teachers’ levels of PCK influenced the transformation of PCK into classroom teaching. Experienced teachers were able to transform their PCK more easily than novice teachers. However, both experienced and novice teachers had to pay more attention to students’ needs when designing and implementing inquiry teaching. Thirdly, the three teachers held complex and conflicting beliefs about teaching and learning. The key factors affecting the transformation of PCK into classroom teaching included teacher self-efficacy, beliefs about student ability, peer support, textbooks, curriculum guides, and examinations. / These findings have important implications for teacher professional development and science teaching and learning in school. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 廖梁. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 331-350). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Liao Liang. / 摘要 --- p.iii / Abstract --- p.v / 致謝 --- p.v / 目錄 --- p.ix / 圖表目錄 --- p.xii / Chapter 第一章 --- 引言 --- p.1 / Chapter 第一節 --- 研究背景 --- p.1 / Chapter 一、 --- 學科教學知識研究概述 --- p.1 / Chapter 二、 --- 課程改革與探究教學 --- p.3 / Chapter 第二節 --- 研究目的 --- p.6 / Chapter 一、 --- 內容主題+探究取向的PCK研究 --- p.6 / Chapter 二、 --- 教師的探究知識和信念 --- p.7 / Chapter 三、 --- PCK在課堂實踐中的轉化過程 --- p.8 / Chapter 第三節、 --- 研究問題 --- p.9 / Chapter 第二章 --- 文獻回顧 --- p.11 / Chapter 第一節 --- PCK的概念与成分 --- p.11 / Chapter 一、 --- 概念與內涵 --- p.11 / Chapter 二、 --- 知識成分 --- p.17 / Chapter 第二節、 --- 主題式PCK --- p.31 / Chapter 一、 --- 概述 --- p.31 / Chapter 二、 --- Van Driel的主題PCK研究----教師的化學平衡PCK及其發展 --- p.33 / Chapter 三、 --- De Jong等人的主題PCK研究---教師有關粒子模型的PCK --- p.34 / Chapter 四、 --- Drechsler&Van Driel的主題PCK研究 --- p.36 / Chapter 五、 --- 小結 --- p.37 / Chapter 第三節、 --- PCK的發展與課堂教學實踐 --- p.39 / Chapter 一、 --- Cochran的PCK發展觀---“動態建構與“均衡發展 --- p.39 / Chapter 二、 --- Nilsson的PCK發展觀---在反思中促進PCK的發展 --- p.41 / Chapter 三、 --- Park&Oliver的PCK發展觀---PCK產生於行動，指導於行動 --- p.42 / Chapter 四、 --- 小结 --- p.44 / Chapter 第四節、 --- 獲得、描述和評價教師PCK的方法 --- p.45 / Chapter 一、 --- 早期PCK研究方法（1986-1999） --- p.45 / Chapter 二、 --- 2000---至今的PCK研究 --- p.47 / Chapter 三、 --- 如何描述和呈現PCK --- p.49 / Chapter 四、 --- 小結 --- p.53 / Chapter 第五節、 --- 探究、探究教学与信念 --- p.54 / Chapter 一、 --- 什麼是探究 --- p.54 / Chapter 二、 --- 探究教學策略 --- p.60 / Chapter 三、 --- 探究信念 --- p.67 / Chapter 第六節、 --- 化學反應速率教學背景 --- p.70 / Chapter 一、 --- 化學反應速率的概念要點 --- p.70 / Chapter 二、 --- 學習化學反應速率常見的困難和錯誤概念 --- p.71 / Chapter 三、 --- 化學反應速率的教學策略 --- p.72 / Chapter 第三章 --- 研究方法 --- p.75 / Chapter 第一節、 --- 案例研究方法概述 --- p.75 / Chapter 第二節、 --- 資料收集 --- p.76 / Chapter 一、 --- 第一次田野調查設計與初步結果 --- p.76 / Chapter 二、 --- 第二次田野調查數據收集 --- p.81 / Chapter 第三節、 --- 資料分析 --- p.88 / Chapter 第四節、 --- 研究效度與研究倫理 --- p.91 / Chapter 第四章 --- 教師的探究知識與信念 --- p.93 / Chapter 第一節、 --- 教师的探究知識 --- p.94 / Chapter 一、 --- 內涵 --- p.94 / Chapter 二、 --- 過程 --- p.99 / Chapter 三、 --- 角色 --- p.103 / Chapter 四、 --- 價值 --- p.107 / Chapter 五、 --- 困難 --- p.113 / Chapter 第二節、 --- 教師對探究教學所持有的信念 --- p.117 / Chapter 一、 --- 認同亦或疏離 --- p.120 / Chapter 二、 --- 行动亦或观望 --- p.123 / Chapter 三、 --- 堅持亦或嘗試 --- p.126 / Chapter 四、 --- 融洽亦或矛盾 --- p.128 / Chapter 第三節、 --- 小結 --- p.132 / Chapter 第五章 --- 以探究為取向的學科教學知識分析 --- p.139 / Chapter 第一節、 --- 學科教學知識分析框架 --- p.139 / Chapter 第二節、 --- 理論先行，實驗輔助----喬老師的探究教學PCK --- p.146 / Chapter 第三節、 --- 在教中學，吐故納新----郎老師學科教學知識分析 --- p.169 / Chapter 第四節、 --- 適應困境，力圖改變----胡老師學科教學知識分析 --- p.182 / Chapter 第五節、 --- 小结 --- p.197 / Chapter 第六章 --- 課堂教學行為分析 --- p.203 / Chapter 第一節、 --- 探究課堂教學中的師生對話分析框架 --- p.204 / Chapter 第二節、 --- 喬老師的課堂教學行為分析 --- p.206 / Chapter 第三節、 --- 郎老師師生課堂對話分析 --- p.241 / Chapter 第四節、 --- 胡老師師生課堂對話分析 --- p.251 / Chapter 第五節、 --- 小結 --- p.262 / Chapter 第七章 --- 學科教學知識向課堂實踐轉化过程的討論 --- p.268 / Chapter 第一節、 --- 學科教學知識與課堂教學行為差異討論 --- p.268 / Chapter 一、 --- 教學目標與教學行為 --- p.268 / Chapter 二、 --- 教學內容與教學行為 --- p.274 / Chapter 三、 --- 教學策略與教學行為 --- p.276 / Chapter 四、 --- 教學評價與教學行為 --- p.282 / Chapter 五、 --- 小結 --- p.286 / Chapter 第二節、 --- 學科教學知識向教學行為轉化過程的特徵 --- p.287 / Chapter 一、 --- 喬老師的轉化特徵----深刻的認識，深刻的矛盾 --- p.288 / Chapter 二、 --- 郎老師教學知識的轉化特徵----知識與行動的高度一致 --- p.294 / Chapter 三、 --- 胡老師教學知識的轉化特徵----艱難融入教學環境，信念頑強 --- p.298 / Chapter 第三節、 --- 轉化的影響因素討論 --- p.302 / Chapter 一、 --- 探究知識對轉化的影響 --- p.302 / Chapter 二、 --- 信念對轉化的影響 --- p.307 / Chapter 三、 --- PCK對轉化的影響 --- p.312 / Chapter 第八章 --- 結論與總結 --- p.316 / Chapter 第一節、 --- 結論 --- p.316 / Chapter 第二節、 --- 研究貢獻 --- p.321 / Chapter 第三節、 --- 研究局限 --- p.325 / Chapter 第四節、 --- 有待深入關注的問題 --- p.327 / 參考文獻 --- p.331 / 中文部分 --- p.331 / 英文部分 --- p.333 / 附錄 --- p.351

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country. / Curriculum and Instructional Studies / D. Ed. (Didactics of Education)

The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country. / Curriculum and Instructional Studies / D. Ed. (Didactics of Education)

Background: The aim of this study was to investigate the use and management of hazardous chemical substances (HCS) at a chemistry department in a selected Higher Education Institution in Gauteng province. Method: A quantitative, baseline descriptive study was conducted using a structured survey checklist. The population consisted of the chemistry department. Other than purposive observation by the researcher, employees present during data collection were approached for further clarifying comment to survey questions. Results: It emerged that physical-, health- and environmental hazard classes of HCS were present; and that hazard types included flammable liquids, HCS with acute toxicity and carcinogenicity. Selected exposure control measures were lacking which created risks of fire and explosion. Conclusion: The study reflected the use and management of HCS, the actual and potential human exposure and the exposure control measures. Varying degrees of compliance were found, which, if attended to, should mitigate risks to health and safety. / Health Studies / M.A. (Nursing Science)

Many students have difficulty of learning abstract and complex topic in chemistry. This study investigated how students develop their understanding of abstract and complex topics of chemistry with the aid of visualizing tools: animation, simulation and video. A particular focus of this investigation was to assess to what extent the uses of pedagogy based technology (PBT) is effective in learning chemistry. The combined effect of animation, simulation and video clips enable learning by doing and provide opportunity to explore the abstract and complex lessons of chemistry. The research was conducted with sequential embedded mixed research (quasi experimental and Explanatory) case study design. The experiment was carried out with second year chemistry students include 90(14 female and 76 male) students, 12 male chemistry lecturers and the college heads. The students were constituted 45 Control group and 45 Treatment groups. The groups were non-equivalent (convenient samples), suggesting that randomization was not possible as the students were in intact classes. To apply animation, simulation and video in supporting student-centered learning activities of electrochemistry for second year students flash and micro media player were used. The treatment group was trained for two weeks how to operate and use animation, simulation and video software. Pre and Post tests were administrated to the target groups. The effectiveness of PBT was also evaluated by administrating separate Schedule containing open and closed ended questions. The comments and ratings obtained from the learners‟ and lecturer insights provided the basis for the learning impact of the study. The result obtained from the vi experiment and responses of the schedule shows that PBT improves the performance of students. Therefore, to make the abstract and complex concepts of chemistry easy and clear Electrochemistry learning should be supported by animation simulation and video. An extended study may help to understand the multi sensory benefit of Pedagogy-Based-Technology. Thus, a possible extension to this study should cover a variety of universities and should aim at evaluating its effectiveness in various context and subjects‟. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Chemistry Education))