P676: Elementary education pre-service teachers’ chemical reasoning

Author: Yuting Bu, University of Virginia, USA

Co-Author: Frackson Mumba and Vivien Mweene Chabalengula, University of Virginia, USA

Date: 8/6/14

Time: 12:10 PM12:30 PM

Room: LTT 103

Related Symposium: S13

This study measured elementary education pre-service teachers’ chemical reasoning abilities on chemical reactions, atomic structure, kinetic molecular theory, thermochemistry, chemical bonding and thermodynamics. The chemical reasoning test items were adapted from the test developed by Cloonan and Hutchinson (2011). The participants were 65 elementary education pre-service teachers enrolled in two science methods courses at a research university in the Midwest. Data were analyzed using both quantitative and qualitative methods. Pearson correlations were computed to examine the relationship between pre-service teachers’ chemical reasoning abilities on seven chemistry topics. Responses were analyzed to identify recurring chemical reasoning themes on each of the chemistry topics and concepts. Detailed results and implications on teacher education, and teaching and learning of basic chemical concepts in elementary and middle school classrooms will be stated and discussed during the symposium.

P303: Teachers’ technology decisions for inclusive chemistry classrooms [WITHDRAWN]

Author: Frackson Mumba, University of Virginia, USA

Co-Author:

Date: 8/4/14

Time: 2:05 PM2:25 PM

Room: ASH 2302

Related Symposium: S23

Most chemical education studies on technology have mainly focused on the use of various technologies in regular classrooms. Yet, students with mild learning disabilities are being included in regular high school chemistry classes. Therefore, the quality of instruction and student learning in such classes largely depends on the technology teachers’ decide to use in their teaching. This study explored a nationwide sample of high school chemistry teachers’ technology decisions for inclusive chemistry classes, the factors that influence their decisions; and the extent to which their technology decisions are consistent with principles of inclusion. Data was collected using a questionnaire. Detailed results and implications on chemistry teaching and learning in inclusive classes will be stated and discussion will take place during the symposium.