Developing technological pedagogical science knowledge through educational computational chemistry

a case study of pre-service chemistry teachers’ perceptions

Authors

  • Jorge Rodríguez-Becerra Physical & Analytical Chemistry Laboratory (PahchemLab), Departamento de Química, Facultad de Ciencias Básicas, Universidad Metropolitana de Ciencias de la Educación, Santiago, Chile
  • Lizethly Cáceres-Jensen Physical & Analytical Chemistry Laboratory (PahchemLab), Departamento de Química, Facultad de Ciencias Básicas, Universidad Metropolitana de Ciencias de la Educación, Santiago, Chile
  • Tatiana Díaz Departamento de Educación Diferencial, Facultad de Filosofía y Educación, Universidad Metropolitana de Ciencias de la Educación, Santiago, Chile
  • Sofía Druker Programa de Doctorado en Educación, Universidad Metropolitana de Ciencias de la Educación, UMCE, Santiago, Chile
  • Víctor Bahamonde Padilla Physical & Analytical Chemistry Laboratory (PahchemLab), Departamento de Química, Facultad de Ciencias Básicas, Universidad Metropolitana de Ciencias de la Educación, Santiago, Chile
  • Johannes Pernaa The Unit of Chemistry Teacher Education, Department of Chemistry, Faculty of Science, University of Helsinki, Finland
  • Maija Aksela The Unit of Chemistry Teacher Education, Department of Chemistry, Faculty of Science, University of Helsinki, Finland

Keywords:

TPASK, molecular modelling, case study

Abstract

Editor's comments

The purpose of this descriptive case study was to develop pre-service chemistry teachers’ Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The interesting thing is the main author and his research group are talented physical chemists. This means that they are hands-on experience from chemistry research that is combined with the CER knowledge of the last two authors.

Article details

Article: Rodriguez-Becerra, J., Cáceres-Jensen, L., Díaz, T., Druker, S., Bahamonde Padilla, V., Pernaa, J., & Aksela, M. (2020). Developing technological pedagogical science knowledge through educational computational chemistry: A case study of pre-service chemistry teachers’ perceptions. Chemistry Education Research and Practice, 21(2), 638–654. https://doi.org/10.1039/C9RP00273A

Citations: Google Scholar

License: © Royal Society of Chemistry

Note: This article is free but not open. You must signup for a free RSC account in order to download the article.

Issue cover image.

Downloads

Published

2020-02-24

Issue

Vol. 2 No. 1 (2021): Applications and Use Cases

Section

Applications and Use Cases

Categories

License

Copyright (c) 2020 Jorge Rodríguez-Becerra, Lizethly Cáceres-Jensen, Tatiana Díaz, Sofía Druker, Víctor Bahamonde Padilla, Johannes Pernaa, Maija Aksela