Empowering Teachers for Designing Context-based Chemistry Education.

Autor/inn/en	Stolk, Machiel; Bulte, Astrd M. W.; Jong, Onno de; Pilot, Albert
Titel	Empowering Teachers for Designing Context-based Chemistry Education.
Quelle	Aus: Eilks, Ingo (Hrsg.); u.a.: Towards research-based science teacher education. Aachen: Shaker (2006) S. 159-170Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-8322-5462-5; 978-3-8322-5462-9
Schlagwörter	Bildungsforschung; Schule; Lehrerbildung; Fachdidaktik; Naturwissenschaftlicher Unterricht; Europa
Abstract	Teacher participation in designing new teaching materials is considered as an important factor for a successful curriculum innovation. However, many teachers do not feel very confident to designing innovative materials. The present study focuses on the development, enactment, and evaluation of a program aiming at empowering teachers for designing new context-based units. This program was based on Galperin's theory of learning and instruction. Eight experienced chemistry teachers were involved in the study. In the first part of the program, they created a preliminary orientation basis for teaching an exemplary context-based unit; they applied this basis by teaching the unit, and reflected on their experiences for expanding their orientation basis for teaching. In the second part of the program, the teachers applied this basis when designing a sketch of a new context-based unit, and reflected on their experiences for expanding their orienting basis for designing. Results showed that all teachers were willing to implement parts of the context-based approach in their practice. All teachers also became empowered for designing new context-based teaching units, but most of them complained about a lack of time and available recourses hindering them to design units for their own practice. Implications for science teacher professional development programs are discussed.
Erfasst von	Externer Selbsteintrag
Update	2007/3