The influence of an intensive in‐service workshop on pedagogical content knowledge growth among novice chemical demonstrators

Abstract

Abstract This study examined the influence of an intensive chemical demonstration workshop on fostering pedagogical content knowledge growth among science teachers identified as novice chemical demonstrators. The two‐week summer workshop was designed around four training elements considered important to effective teacher in‐servicing: theory, modeling, practice, and feedback. Clinical interviews served to probe various aspects of novice demonstrators' pedagogical content knowledge prior to and after the workshop. The interview protocols were analyzed using the methods of taxonomic, componential, and theme analysis. Differences in pre‐ and postworkshop clinical interview responses suggested growth in novices' representational and adaptational repertoires for demonstrating fundamental topics in chemistry. This growth was reflected in the increased number of chemical demonstrations and demonstration variations on each of the target chemical concepts that the novice demonstrators discussed after the in‐service intervention. Their interview responses also suggested an increased awareness of the complexity of several chemical demonstrations, how these complexities could interfere with learning, and how simplified variations of the chemical demonstrations could promote science concept understanding. The research findings suggest that science teachers' pedagogical content knowledge in chemistry can be enhanced through intensive, short‐term in‐service programs.

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