Abstract
A thorough review of the published research literature on the teaching of solution energetics and thermodynamics conveys a strong association between a chemistry teacher’s chemistry content knowledge (CCK) and their ability to effectively teach it, that is, their pedagogical content knowledge (PCK). The literature suggests that there is a critical need for improved ways to teach solution energetics and thermodynamics, and that there is a gap in knowledge concerning best practices for training in-service teachers to be more effective teachers of solution energetics. Solution energetics is a topic included within the AP chemistry curriculum. The purpose of this one group design experimental research study was to investigate the effect of a professional development intervention addressing AP Chemistry Teachers’ CCK and PCK for solution energetics. The overarching research question asked; to what extent does an intervention using an instructional model built upon a guided inquiry approach to learning that includes simulations, models, and particle diagrams affect AP chemistry teachers’ CCK and PCK for solution energetics and thermodynamics? The intervention included having the teachers complete a Process Oriented Guided Inquiry activity that included two calorimetry laboratory experiments, several activities involving physical models of ions and water molecules, a simulation associated with the solution energetics of dissolving salts and representing the change in enthalpy involved during the dissolution process using graphs. Data collection involved retrospective pre and post inventories of PCK. Assessment of solution energetics CCK used modified free-response questions from the 2016 and 2024 AP Chemistry Tests. Analysis of the data involved comparing experienced and novice teachers, experienced AP teachers and novice AP teachers, males and females, and academic major. Findings indicated that years of general teaching experience, sex, or major was not a factor. In all cases, there was an increase in PCK. CCK could only be assessed for knowledge post the intervention as a pretest was not given. This research can provide a model that can be adapted or adopted to improve professional development for AP chemistry teachers.Keywords: AP teacher, pedagogical content knowledge, chemistry content knowledge, solution energetics