Coastal Pre-service Chemistry Teachers’ Ability to Design Maritime Context-based Learning

Abstract

The study examined the ability of coastal pre-service chemistry teachers (CPCT) in designing maritime context-based learning. A case study approach was used to conduct the analysis in the University of West Coast of Bintan Island, Indonesia. Learning designs prepared by 21 CPCT in their 3 year were evaluated by a rubric categorized into three parts with eight criteria subdivisions. The study found that CPCT was halfway in providing a connection between maritime daily life contexts and chemistry concepts. Moreover, CPCT had difficulties generating questions based on the required context in enhancing a maritime-based project. This result indicated that a systematic program was necessary for improving CPCT ability in designing maritime context-based learning