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Full-Text Articles in Education
Educational Attainment, Teaching Experience, Professional Development And Self-Efficacy As Predictors Of Chemistry Content Knowledge: Implication For The Development Of A National Promotion Examination, Jina Denise R. Galiza, Rhodora F. Nicdao, Armando M. Guidote Jr
Educational Attainment, Teaching Experience, Professional Development And Self-Efficacy As Predictors Of Chemistry Content Knowledge: Implication For The Development Of A National Promotion Examination, Jina Denise R. Galiza, Rhodora F. Nicdao, Armando M. Guidote Jr
Chemistry Faculty Publications
This study examined teachers’ content knowledge (CK) in chemistry and its relationship to teachers’ chemistry background, teaching experience, involvement in professional development and self-efficacy It was further investigated which variables predicted the level of content knowledge (CK) of one hundred public secondary chemistry teachers. The data shows that the majority of science teachers have low level of CK in Chemistry. Teaching experience, professional development, chemistry background, and self-efficacy were significantly related to the CK of teachers. Teachers' professional development and self-efficacy predicted the CK of teachers.
Assessing In-Service Teachers’ Chemistry Content Knowledge And Self-Efficacy In Teaching The K To 12 Science Curriculum, Yna Camille A. Mongcal, Queena N. Lee-Chua, Armando M. Guidote Jr
Assessing In-Service Teachers’ Chemistry Content Knowledge And Self-Efficacy In Teaching The K To 12 Science Curriculum, Yna Camille A. Mongcal, Queena N. Lee-Chua, Armando M. Guidote Jr
Chemistry Faculty Publications
As the K to 12 Science program was formally implemented, interventions to enhance competence and confidence of teachers in teaching science in a spiral progression approach are main concerns. This study aims to assess the chemistry content knowledge and self-efficacy of 38 in-service teachers enrolled in a graduate program from a teacher education institution using a content knowledge test (CKT) and a self-efficacy beliefs scale (SeS) using a mixed-method approach. Quantitative findings reveal that the least mastered topics in chemistry of the teacher-respondents include solutions, chemical bonding, the mole concept, gas laws, and chemical reactions. The science teachers say they …