Abstract

The New Education Policy (1986) sought to involve teachers in defining and sharing effective teaching-learning practices. However, from a political perspective, educational progress across the curriculum was far too slow and uneven. Government framed and revised policy time to time to include teachers for various activities of national and curriculum importance. This forced a considerable reduction of flexibility and autonomy (and enjoyment) and a loss of available time and energy, because of much enhanced accountability and curriculum pressure.

Objectives - It was particularly significant since this inhibits teachers’ engagement in research, development or even in reflective practices in their own classrooms. Scoring students’ hundred percent result on the basis of mugging up the contents, can establish a teacher as qualified or effective or best? This paper is trying to provide a detailed specification of teachers’ necessary science knowledge. Teachers differ from scientists, not necessarily in the quality or quantity of their subject matter knowledge, but in how that knowledge is organized and used. The focus of educational research is very heavily weighted towards conceptions of students, implicitly assuming that chemistry teachers know the right scientific answers for each and every problem. There is, of course no argument for careless reasoning or sloppy vocabulary, but surely it is part of any pattern of careful thinking that meanings and significance of words and ideas are constantly re-evaluated? What is unique about the teaching process is that it requires teachers to transform their subject matter knowledge for the purpose of teaching.

Design/ Methodology/Approach - Uncertainty, ambiguity and fuzziness are inevitable and an integral part of the epistemology of chemistry. There is a statement about people’s understandings of science that there is no single knowledge gap between scientists and non-scientists, but there is, instead, a multitude of specific gaps between specialists and non-specialists in each field. Pedagogical content knowledge is highly specific to the concepts being taught, is much more than just subject matter knowledge alone and develops over time as a result of teaching experience.

Findings - Pedagogical content knowledge is highly specific to the concepts being taught, is much more than just subject matter knowledge alone and develops over time as a result of teaching experience. A Chemistry teacher evolves or establishes only if the any expert critically reflects on and interprets the subject matter; finds multiple ways to represent the information as analogies, metaphors, examples, problems, demonstrations, and/or classroom activities; adapts the material to students' developmental levels and abilities, gender, prior knowledge and misconceptions and finally tailors the material to those specific individual or groups of students to whom the information will be taught.

Limitations – Present research is conceptualized and based on secondary and inferential conclusions. The research could have been more valuable if it has been included more examples and conclusions.

Practical Implications – This paper can encourage, inspire and experts of the subject Chemistry for bringing certain changes in their existing teaching and learning strategies for better future. By implementing better teaching-learning process for chemistry, the environments can become more competitive.

Originality/Value – This paper include practical examples to include, justify and sustain chemistry teaching to enhance learning for better adaptability in the new and recent environments. It promotes the unique and interesting approach.

Keywords: Pedagogy, Chemistry, Teaching, Learning, Conceptions, Curriculum, Science, Knowledge