High School Student Case Study

This article reports a research study conducted with four chemistry teachers in three high schools (two government schools and one private school) in Gilgit-Baltistan region of Pakistan. The study investigated questions concerning common difficulties high school (Grades 9 and 10) students experience in chemistry classroom, the possible reasons for these difficulties, and the ways in which teachers help students overcome these difficulties. A qualitative case study method was used to investigate the questions, which used in-depth interviews with teachers, classroom observation, and postobservation discussion with the teachers, as main data collection tools. The key findings of the study allude to a huge gap between what is intended in the National Curriculum in terms of students’ learning in chemistry and what actually happens in the classroom where students learn chemistry. Promoting in-depth learning appeared to be an uphill task for the teachers. The main hurdle lies in students’ inability to demonstrate a good understanding of very basic concepts of the subject. Despite faced with such a challenge, the teachers appear to be committed to teaching their subject. The implications of the results of the study are explained in the context of schools, teachers, and other educational stakeholders by emphasizing the need for synchronization and integration of efforts on the part of schools.

Related Content:

  • From the Beginning: The Journal of Chemical Education and Secondary School Chemistry

    Journal of Chemical Education


    201491 (1), pp 17–23

    Abstract: The people, events, and issues that were involved in the beginning and the evolution of the Journal of Chemical Education and the Division of Chemical Education (DivCHED) are traced and discussed. The constitution of the American Chemical Society ...

    Abstract | Full Text HTML | PDF w/ Links | Hi-Res PDF

  • The Science Advancement through Group Engagement Program: Leveling the Playing Field and Increasing Retention in Science

    Journal of Chemical Education

    Hall, Curtin-Soydan, and Canelas

    201491 (1), pp 37–47

    Abstract: How can colleges and universities keep an open gateway to the science disciplines for the least experienced first-year science students while also maintaining high standards that challenge the students with the strongest possible high school backgrounds? ...

    Abstract | Full Text HTML | PDF w/ Links | Hi-Res PDF

  • Review of Does Science Need a Global Language?

    Journal of Chemical Education


    201491 (1), pp 13–14

    Abstract | Full Text HTML | PDF w/ Links | Hi-Res PDF

  • Chemistry in Past and New Science Frameworks and Standards: Gains, Losses, and Missed Opportunities

    Journal of Chemical Education

    Talanquer and Sevian

    201491 (1), pp 24–29

    Abstract: Science education frameworks and standards play a central role in the development of curricula and assessments, as well as in guiding teaching practices in grades K–12. Recently, the National Research Council published a new Framework for K–12 Science ...

    Abstract | Full Text HTML | PDF w/ Links | Hi-Res PDF

  • Of Compliments and Complements—International Perspectives on the American Association of Chemistry Teachers

    Journal of Chemical Education


    201491 (1), pp 10–11

    Abstract: This commentary provides an international perspective on the recent decision by ACS to create and fund the American Association of Chemistry Teachers (AACT). Comments are informed by observations of what works in other countries to support K–12 chemistry ...

    Abstract | Full Text HTML | PDF w/ Links | Hi-Res PDF

  • Review of Teaching the Nature of Science: Perspectives and Resources

    Journal of Chemical Education


    201491 (1), pp 15–16

    Abstract | Full Text HTML | PDF w/ Links | Hi-Res PDF


    Leave a Reply

    Your email address will not be published. Required fields are marked *