Abstract
Since 2002, new chemistry curriculum standards and textbooks have been implemented in China. As a result, chemistry teacher education faces new challenges and expectations. This chapter describes and evaluates a new approach to instructional design for preservice chemistry teachers that use video case instruction as one way to help them meet their students’ learning needs. We selected “Electron Configuration of Atoms” as an example to show how the video case instruction activities have been conducted. After 3 months of case teaching training, the majority of the preservice teachers perceived video case instruction as valuable and useful in enhancing their competence in instructional design, instructional practice, and problem-solving skills. We conclude that video case instruction is worth emulating and considering in future teacher training programs and professional development.
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Lu, Z., Kwan, L. (2017). Video Case Instruction: A New Approach to Instructional Design and Practice for Preservice Chemistry Teachers. In: Liang, L., Liu, X., Fulmer, G. (eds) Chinese Science Education in the 21st Century: Policy, Practice, and Research. Contemporary Trends and Issues in Science Education, vol 45. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9864-8_19
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DOI: https://doi.org/10.1007/978-94-017-9864-8_19
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