Development of a Field-Based Chemistry Experiment Teaching Model to Strengthen Pre-Service Teachers’ Competence for Teaching Chemistry Experiments

Abstract

The FCE (field-based chemistry experiment) model was developed to cultivate pre-service science teachers’ ability to teach chemistry experiments in secondary classrooms. We describe the process of developing the FCE model and student activities via feedback from experts and analysis of the implemented program. This study evaluated the effectiveness of implementing the FCE model with 58 pre-service science teachers to examine how this model impacts on the role of the instructor and students. Implementation impact was examined by analyzing qualitative data from surveys and observations of student activities. The FCE model minimized the role of the instructor by using flipped learning and cooperative learning, which enabled learners to construct class contents by themselves with topics aligned to the secondary science curriculum. Findings suggest the FCE model supports pre-service science teachers to acquire both knowledge and practical skills related to conducting and teaching experiments. Implications for pre-service science teacher preparation are discussed.