ࡱ> >@= bjbjBrBr 4$   $o........02..).^^^:.^.^^&+-0TOH+-?.0o. ,{3^{34-{3-p^..^o.{3 : ӰԺ ӰԺ Education Research Group Describing Practice in ӰԺ Teaching (DePiCT) Briefing Note Introduction The idea for DePiCT arose when I visited a school as a PGCE tutor to observe a trainee science teachers lesson. The mentor, Peter, a chemist, was about to retire. His years of chemistry teaching expertise in getting excellent results with students in a challenging environment, valued greatly by successive trainees and colleagues, would be lost, with no mechanism in existence to capture it. Over 50% of trainee science teachers are biology graduates, a persistent situation that has resisted change despite extensive Government investment. A range of non-HEI based routes into teaching now exists, generating new chemistry teachers entirely reliant on colleagues expertise to develop their skills, with limited external input. Thus, how many Peters will be teaching chemistry in 10 years time? And who will take their place? DePiCT aims to capture expertise and make this available to new generations of chemistry teachers. Thus, the project aims to make a contribution to promoting high quality chemistry teaching. Summary The project aims to investigate and describe strategies used by experienced specialist chemistry teachers to teach specific chemical concepts. An outcome from the project would be a resource bank for trainee and other, non-specialist teachers seeking to improve or develop their chemistry teaching skills. The project will utilise award-winning teachers and CERG members initially as data sources, to ensure ideas and materials are collected from the full secondary / tertiary age range and a variety of educational settings. The rationale for the project is:- To capture expertise in chemistry teaching for wider dissemination To create a resource base of ideas, strategies and materials for new / inexperienced / non-specialist chemistry teachers To gain an overview of chemistry teaching skills that impact positively on students learning used in working with 11 19s in a range of contexts Volunteers could contribute to the study in a variety of ways, including:- Completion of a pro-forma describing teaching of one or more concepts Participation in a telephone interview, to discuss teaching ideas and methods Permitting observation of teaching in situ Permitting video recording of teaching in situ Participation in discussion seminars to collate ideas and methods The possibility exists to collate a rich data source for publication. Sources would be acknowledged appropriately. Publication and dissemination An RSC publication featuring chemistry teaching, including ideas and strategies for handling difficult concepts would be a valuable addition, complementing the ӰԺ for non-specialists courses. The format would depend on the kinds of material collected. More in keeping with the RSCs style may be a book of activity sheets organised by themes and age groups, or additions to the ChemNet website. The resource base could serve as a master-class guide to chemistry teaching. Further dissemination events could be planned, including seminars to develop teaching skills on specific topics, presentations at appropriate meetings, and local events, at, for example, regional science learning centres. 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