How teachers construct teaching-learning sequences in chemistry education in the further education and training phase.

摘要: The purpose of this study was to understand how teachers design and implement teaching-learning sequences. A sequence can be described as a wellcoordinated step by series teaching learning activities designed improve chemistry knowledge. This investigated physical science plan teachinglearning sequences for chemical bonding in the Further Education Training Phase (Grade 10 12). In South Africa, learners grades 12, Physical Science which is combination physics topics. main goal different patterns used teach establish reasons using such convenience sample 227 practising completed survey questionnaire, 11 participants were selected semi-structured interviews. mixed method also included an analysis policy documents popular textbook. Qualitative quantitative data analysed separately outcomes compared, combined, discussed. thesis, I present argument about bonding. propose FET Phase. Three aspects emerged on sequencing topics or concepts. Firstly, suggested variety both general concepts specific topic There some similarities among did not match that provided curriculum documents. Secondly, indicated they prescribed content taught but their usually based previous make minor changes every year. Thirdly, gave various why For example, facilitate requires logical order recognition prior They particularly problematic teachers’ knowledge considered significant factor success sequence.