Friday 25 November 2022. 11:30am - 12:30pm

Stephen Bryan C. Asenjo

Chemistry content knowledge and verbal and logical reasoning as potential predictors of teachers’ quality of chemistry concept analogies

Contact Author: Stephen Bryan C. Asenjo (This email address is being protected from spambots. You need JavaScript enabled to view it.)

aMEd Chemistry, University of the Philippines-Cebu, Cebu, 6000, Philippines


Chemistry is composed of complex and abstract concepts (National Academies of Sciences, Engineering, and Medicine, 2016), which cause difficulty in understanding (Orgill & Bodner, 2004). Problems in students developing misconceptions about Chemistry are prevalent worldwide (Akaygun et al., 2018). With these problems, teachers use analogies.

Teachers play an important role in the teaching-learning process. Moreover, with Chemistry Content knowledge an essential factor for a useful articulation of Chemistry concepts, and with teachers' use of analogies to express ideas, researchers may draw their relationships. However, existing literature regarding these relationships has been scarce.

This study aimed to determine the relationship between Chemistry Content Knowledge and Verbal analogical reasoning to the quality of Chemistry concept analogies of public-school science teachers of the Department of Education Cebu Province.

Qin Li, Liang Qianmin, Yang Wen, Li Baoping, Ren Qingcao

Research on strategies in classroom teaching to engage girls in STEM education

Contact Author: Li Baoping (This email address is being protected from spambots. You need JavaScript enabled to view it.)

Faculty of Education, Beijing Normal University, 100875, China


Although girls can achieve grades in STEM subjects as good as boys, sometimes even better than boys, girls are less likely to persist to STEM-related majors and careers (Witherspoon & Schunn, 2022). Gender stereotypes in classroom may be one of the most important factors to explain the underrepresentation of women in STEM-related areas (Brotman & Moore, 2008). What’s more, gender gaps are becoming deeper in upper elementary and middle school. Therefore, early interventions may help shed the light on how to encourage girls to engage in STEM-related areas in the long run.