Paper Details

Name: Palash Das & Rajiba Lochon Mahapatra
Country: India

Year: 2020
Volume: Volume-7, Issue-2 (July-December)
Page Number: 28-52

Abstract
Chemistry Education includes the study of chemistry in all the sections of school education as well as higher education (both colleges and universities).The effective learning of chemistry for the students depends on the various factors such as cognitive ability of the students, curriculum, teaching strategies applied in the class rooms and so on. In this teaching-learning process, the subject teachers play and important roles for the proper implementation of curriculum in the real class room situations. This study investigate to identify the gaps in contents of chemistry curriculum under the West Bengal Council of Higher Secondary Education (WBCHSE) and also in the teaching strategies which are generally applied in the class rooms. In this study, the analysis of gaps in contents were made on the basis of the difference between the expected and actually present units as mentioned in the chemistry curriculum. And the analysis of gaps in teaching strategies were made on the basis of difference between the expected and the applied teaching strategies for the specific subunits of chemistry curriculum. This study was conducted on the 58 experienced chemistry teachers from different districts in west Bengal. The self-made feedback formats validated by the concerned subject experts were used for this study. After collecting the feed backs from the concerned subject teachers, the normality testing procedures were applied on the obtained data. On the basis of results obtained from the normality testing, the statistical analysis were done by t-test and chi-square tests as parametric and non-parametric tests respectively. The results have been found that there are significant content and teaching gaps in the respective units and sub-units of the chemistry curriculum under WBCHSE.

Key Words: Chemistry Education, Teaching Gaps. Content gaps, WBCHSE.