부산대학교 도서관

Improving teaching and student learning in chemistry classrooms is an important goal that is constantly researched. Several comparative studies of science teaching have been carried out on different parameters, e. g. misconceptions which science teachers and students may have regarding the scientific concepts they learn and teach. Here we describe science teaching in general, and chemistry teaching in particular, in 12 countries including Israel. Different parameters are compared, including the hours that are devoted to science, the subjects included, the pedagogy, and teachers′ salaries. The survey covers all school levels: elementary school, secondary school and high school. At the high‐school level, the comparison focused on chemistry studies. In this study the variances variables, such as the hours that are allocated for science teaching, did not show an appreciable effect on students′ achievements. It was also found that, in countries where chemistry studies at the high‐school level are not mandatory, innovative pedagogies are more likely to replace the traditional chemistry teaching methods where chemistry is taught according to the structure of the subject based on basic concepts that underlie the curriculum. The study provided an additional support to the importance of the professional development of science and chemistry teachers and suggest that the autonomy that is given to them could influence the quality of science teaching and students′ achievements. [ABSTRACT FROM AUTHOR]