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dc.contributor.authorJegstad, Kirsti Marie
dc.contributor.authorHöper, Jan
dc.contributor.authorRemmen, Kari Beate
dc.date.accessioned2022-03-18T09:22:24Z
dc.date.available2022-03-18T09:22:24Z
dc.date.issued2022-01-11
dc.description.abstractThe schoolyard as a setting for teaching and learning is rarely the focus of chemistry education. Therefore, a chemistry unit combining activities in the classroom and the schoolyard was designed to support pre-service teachers’ (PSTs) learning of redox chemistry. This study was conducted to investigate the PSTs’ talk about redox chemistry as they identified, photographed, and explained phenomena in the schoolyard (i.e., university campus). Video data were collected from six groups of PSTs from two different teacher education institutions in Norway. Videos from two groups were selected for deeper analyses: one with PSTs who had specialized in chemistry during their secondary education and one with PSTs who had not. The groups’ talk was analyzed with respect to (1) the types of talk, (2) the levels of chemistry displayed in the talk, and (3) the schoolyard phenomena that triggered the content-related talk. The talk was mostly exploratory, and the PSTs connected sub-microlevel redox chemistry to macrolevel phenomena. Moreover, the PSTs noticed several phenomena in the schoolyard that triggered chemistry-related talk. Although the talk that developed occurred differently in the two groups, this study indicates that the schoolyard can provide opportunities for learning chemistry for learners with different formal backgrounds in chemistry.en_US
dc.identifier.citationJegstad, K.M., Höper, J. & Remmen, K.B. (2022). Using the Schoolyard as a Setting for Learning Chemistry: A Sociocultural Analysis of Pre-service Teachers’ Talk about Redox Chemistry. <i>Journal of Chemical Education, 99</i>(2), 629-638.en_US
dc.identifier.cristinIDFRIDAID 1999706
dc.identifier.doi10.1021/acs.jchemed.1c00581
dc.identifier.issn0021-9584
dc.identifier.issn1938-1328
dc.identifier.urihttps://hdl.handle.net/10037/24445
dc.language.isoengen_US
dc.publisherAmerican Chemical Societyen_US
dc.relation.journalJournal of Chemical Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2022 The Author(s)en_US
dc.titleUsing the Schoolyard as a Setting for Learning Chemistry: A Sociocultural Analysis of Pre-service Teachers’ Talk about Redox Chemistryen_US
dc.type.versionsubmittedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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