Chemistry Reference
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Fig. 5 Example representing a strongly teacher-centered, traditional approach to teaching and
learning chemistry
the drawing. Many attributes of a teacher-centered attitude to chemistry teaching are
presented by this image.
A similar focus is derived by the application of the Grounded Theory (GT)-based
evaluation grid. The teacher remains at the center of all activity, dominating both
through her actions and lecturing. Furthermore, she uses media to focus the
students
attention. When it comes to epistemology, we can say that learning
seems to be considered as a receptive process in this drawing. Learning is passive
and supervised. It is portrayed as the dissemination of information. Additionally,
the teacher trainee wrote “comprehending scientific concepts” when asked about
objectives of the situation. The teaching objectives listed by the participant proved
to be exclusively content-structure focused.
'
4.2 Example 2
The second example (Fig.
6
) also shows the chemistry teacher with erect posture,
standing in the center of the classroom. Once again, the teacher is giving a talk and
is discussing a formula written on the blackboard. The students are also seated in
rows. This drawing again shows a mainly teacher-centered approach of teaching
and learning. This participant
s pedagogical attitude is not principally in conflict
with the traditional attitude toward teaching chemistry. However, in contrast to
Example 1, the situation in Example 2 shows much more active students. In the
drawing, we can see that the pupils are working either with topics or work sheets.
'
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