The conceptions of chemistry teachers with diverse backgrounds within a large urban district were assessed. The study utilized the Chemitry Concepts Inventory (CCI) and Mulford and Robinson's research study reported recently. The 22-question conceptual inventory was administered as a 30-minute test to chemistry teachers at a district professional development event. Teacher responses were analyzed by item to determine the presence of alternate conceptions. Parallels were made between teachers' alternate conceptions and those of entering college students. Contextual factors contributing to teachers' conceptions, such as degree major and credential status, were analyzed from data collected from two groups of teachers.
|Original language||English (US)|
|Number of pages||5|
|Journal||Journal of Chemical Education|
|State||Published - Aug 1 2005|