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Pedagogical content knowledge (PCK) has been described as the knowledge teachers' use in the process of designing and implementing lessons to a particular group of students. This includes the most effective representations that make the content understandable to students, together with the preconceptions and misconceptions that students hold. For chemistry,

Pedagogical content knowledge (PCK) has been described as the knowledge teachers' use in the process of designing and implementing lessons to a particular group of students. This includes the most effective representations that make the content understandable to students, together with the preconceptions and misconceptions that students hold. For chemistry, students have been found to have difficulty with the discipline due to its reliance upon three levels of representation called the triplet: the macro, the submicro, and the symbolic. This study examines eight beginning chemistry teachers' depiction of the chemistry content through the triplet relationship and modifications as a result of considering students' understanding across the teacher's first three years in the classroom. The data collected included classroom observations, interviews, and artifacts for the purpose of triangulation. The analysis of the data revealed that beginning chemistry teachers utilized the abstract components, submicro and symbolic, primarily in the first year. However, the teachers began to engage more macro representations over time building a more developed instructional repertoire. Additionally, teachers' developed an awareness of and responded to their students' understanding of learning atomic structure during the second and third year teaching. The results of this study call for preservice and induction programs to help novice chemistry teachers build a beginning repertoire that focuses on the triplet relationship. In so doing, the teachers enter the classroom with a repertoire that allows them to address the needs of their students. Finally, the study suggests that the triplet relationship framework should be revisited to include an additional component that frames learning to account for socioscientific issues and historical contributions.
ContributorsAdams, Krista (Author) / Luft, Julie A. (Thesis advisor) / Baker, Dale (Committee member) / Williams, Stanley (Committee member) / Arizona State University (Publisher)
Created2012
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Leonard Hayflick studied the processes by which cells age during the twentieth and twenty-first centuries in the United States. In 1961 at the Wistar Institute in the US, Hayflick researched a phenomenon later called the Hayflick Limit, or the claim that normal human cells can only divide forty to sixty

Leonard Hayflick studied the processes by which cells age during the twentieth and twenty-first centuries in the United States. In 1961 at the Wistar Institute in the US, Hayflick researched a phenomenon later called the Hayflick Limit, or the claim that normal human cells can only divide forty to sixty times before they cannot divide any further. Researchers later found that the cause of the Hayflick Limit is the shortening of telomeres, or portions of DNA at the ends of chromosomes that slowly degrade as cells replicate. Hayflick used his research on normal embryonic cells to develop a vaccine for polio, and from HayflickÕs published directions, scientists developed vaccines for rubella, rabies, adenovirus, measles, chickenpox and shingles.

Created2014-07-20
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Although best known for his work with the fruit fly, for which he earned a Nobel Prize and the title "The Father of Genetics," Thomas Hunt Morgan's contributions to biology reach far beyond genetics. His research explored questions in embryology, regeneration, evolution, and heredity, using a variety of approaches.

Created2007-09-25
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Created1935