TY  - JOUR
A1  - Hermanns, Jolanda
A1  - Keller, David
T1  - School-related content knowledge in organic chemistry
T2  - Journal of chemical education / Division of Chemical Education, Inc., American Chemical Society
N2  - In this paper the development, use, and evaluation of tasks based on the construct of school-related content knowledge are described. The tasks were used in seminars on organic chemistry for bachelor and master preservice chemistry teachers at a German university. For the evaluation a questionnaire with open and closed items was used. The tasks were rated by the preservice chemistry teachers as relevant for their future profession as a chemistry teacher if the content of the tasks is part of the school curriculum. If the content does not belong to the school curriculum, they rated the nature of the tasks still as relevant; they seem to recognize the importance of conceptual knowledge for their future profession. However, the master's preservice teachers argued with this conceptual knowledge more often than the bachelor's preservice teachers. Although the study is cross-sectional, a certain shift from the focus on the content to conceptual knowledge from bachelor's to master's preservice teachers can be observed.
KW  - Organic Chemistry
KW  - Second-Year Undergraduate
KW  - Analogies/Transfer
Y1  - 2021
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/57722
SN  - 0021-9584
SN  - 1938-1328
VL  - 98
IS  - 3
SP  - 763
EP  - 773
PB  - American Chemical Society
CY  - Washington
ER  -