Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers A Dissertation Presented by Stephanie O’Brien to The Graduate School in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Science Education Stony Brook University August 2017 ProQuest Number:10619384 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. ProQuest 10619384 Published by ProQuest LLC ( 2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 Copyright by Stephanie O'Brien 2017 ii Stony Brook University The Graduate School Stephanie O’Brien We, the dissertation committee for the above candidate for the Doctor of Philosophy degree, hereby recommend acceptance of this dissertation. Angela M. Kelly, Ph.D. Associate Professor, Department of Physics & Astronomy Keith Sheppard, Ed.D. Associate Professor, Department of Biochemistry & Cell Biology David Hanson, Ph.D. Professor Emeritus, Department of Chemistry Stephen A. Koch, Ph.D. Professor, Department of Chemistry This dissertation is accepted by the Graduate School. Charles Taber Dean of the Graduate School iii Abstract of the Dissertation Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Chemistry Teachers by Stephanie O’Brien Doctor of Philosophy in Science Education Stony Brook University 2017 Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes st udents’ prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the pedagogical content knowledge of chemistry teachers in a professional learning community in the areas of redox and electrochemistry, as this has been regarded in previous literature as conceptually challenging for students to learn. By acquiring information regarding the PCK development of experienced chemistry teachers, the education and practice of all science teachers can be advanced . This study builds upon previous research that developed validated instruments to evaluate TSPCK. The research questions sought to determine which components of TSPCK were evidenced by the instructional design decisions teachers made, what shared patterns and trends were evident, and how TSPCK related to student learning outcomes. To answer the research questions subjects completed a background questionnaire, a TSPCK assessment, and interview tasks to elicit information about pedagogical decision making and processes that influenced student learning in their classrooms. The TSPCK exam and interview responses were coded to align with thematic constructs. To determine the effect of TSPCK on student learning gains, pre/post-assessment data on redox and electrochemistry were compared to teachers’ TSPCK. The chemistry teachers displayed varying levels of TSPCK in redox and electrochemistry, as evidenced by their knowledge of student learning obstacles, curricular saliency, and teaching methodologies. There was evidence of experienced teachers lacking in certain areas of TSPCK, such as the ability to identify student misconceptions, suggesting the need for programmatic improvements in pre- service and in-service training to address the needs of current and future chemistry teachers. While the current educational system requires teachers to complete separate exams in pedagogy and content, this research provides a rationale for changing the means by which teachers are evaluated through the completion of TSPCK assessments. In-service teacher TSPCK training is iv limited yet desired by the teachers. To facilitate TSPCK development, new methods need to be explored to connect chemistry education research to practice. v Dedication This thesis is dedicated to my family who supported my efforts with unbelievable patience. In particular, my husband Sean, for never letting me give up and, at many times, being my strength to push forward. vi Table of Contents Chapter 1: Introduction ............................................................................................................... 1 1.1 Introduction and Problem Statement ................................................................................ 1 1.2 Purpose of the Studyg ...................................................................................................... 2 1.3 Significance of the Study ................................................................................................. 2 1.4 Research Questions .......................................................................................................... 2 1.5 Limitations ....................................................................................................................... 3 Chapter 2: Literature Review ...................................................................................................... 4 2.1 Introduction ...................................................................................................................... 4 2.2 Why is Chemistry So Difficult? ....................................................................................... 4 2.3 Chemistry Misconceptions and Their Possible Sources ................................................... 5 2.4 Oxidation-Reduction and Electrochemistry Misconceptions ........................................... 7 2.5 Modifying Chemistry Instruction to Address Misconceptions ........................................ 8 2.6 Development and Acquisition of Teacher Knowledge .................................................. 10 2.7 History of PCK ............................................................................................................... 11 2.8 Development of PCK ..................................................................................................... 12 2.9 Topic Specific PCK ........................................................................................................ 12 2.10 Measuring PCK .............................................................................................................. 13 2.11 PCK Development in Teacher Preparation Programs .................................................... 17 2.12 The Redox and Electrochemistry Knowledge of Pre-Service Teachers......................... 19 2.13 Why Should PCK Development be Promoted for In-Service Chemistry Teachers? ..... 23 2.14 Theoretical Framework .................................................................................................. 27 2.15 Conceptual Framework .................................................................................................. 27 Chapter 3: Methodology ............................................................................................................ 29 3.1 Study Overview .............................................................................................................. 29 3.2 Operational Definitions .................................................................................................. 30 3.3 Context ........................................................................................................................... 33 3.4 Participants ..................................................................................................................... 34 3.5 Research Design and Methodology ................................................................................ 39 3.6 Protection of Human Subjects ........................................................................................ 42 Chapter 4: Results ...................................................................................................................... 43 4.1 Introduction .................................................................................................................... 43 4.2 Subject Composites ........................................................................................................ 43 4.3 Data Analysis ................................................................................................................. 46 4.4 Student Exams ................................................................................................................ 47 4.5 Background Survey ........................................................................................................ 49 4.6 TSPCK Exam ................................................................................................................. 54 4.7 Interview Tasks .............................................................................................................. 77 4.8 Participant Summaries .................................................................................................... 88 4.9 Participant Composites and Student Assessment Data ................................................ 104 Chapter 5: Summary, Implications & Recommendations ...................................................