In secondary school, undertaking design tasks in chemistry is an engaging way to learn about the subject. However, guiding pupils through such tasks is a challenging task for teachers. This research focuses on teachers’ guidance. What do teachers say about guiding design tasks? How do they guide pupils? And what are their beliefs about how guidance should be provided? This was investigated through interviews and by observing and analysing the conversations teachers have with pupils in the classroom whilst they are carrying out design tasks. The results show that, during design tasks in chemistry, teachers provide guidance on the design tasks differently from how they approach the chemistry topics themselves. Teachers use different types of questions and feedback to help pupils progress. The nature of the questions and feedback they provide depends, amongst other things, on factors such as the pupil, the task, the topic of the conversation and the nature of the guidance itself. Teachers’ beliefs – whether guidance is primarily focused on the pupil or, conversely, on the task – provide insight into the different perspectives and strategies a teacher can employ. These insights offer guidance for other teachers and teacher training programmes.
Sathyam Sheoratan (1985) studied Sustainable Molecular Science & Technology, a Bachelor’s degree jointly offered by Leiden University and Delft University of Technology. He subsequently obtained his Master’s degree in Industrial Ecology from the same universities. In 2011, Sathyam began the ‘Eerst de Klas’ (Teach First) traineeship, which saw him immediately take to the front of the class as a chemistry teacher at Fioretti College in Lisse. In 2013, he obtained his Master’s degree in Science Education and Communication. In 2016, the opportunity arose to undertake PhD research within the Dudoc programme, with a grant from the Ministry of Education, Culture and Science. Sathyam seized this opportunity to further his personal and professional development, and received the support of his school to do so alongside his work in the classroom.