What Do Science Teachers Think about Developing Scientific Competences through Context-Based Teaching? A Case Study

Autor/inn/en	Lupión-Cobos, Teresa; López-Castilla, Rafael; Blanco-López, Ángel
Titel	What Do Science Teachers Think about Developing Scientific Competences through Context-Based Teaching? A Case Study
Quelle	In: International Journal of Science Education, 39 (2017) 7, S.937-963 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lupión-Cobos, Teresa) ORCID (López-Castilla, Rafael) ORCID (Blanco-López, Ángel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1310412
Schlagwörter	Science Teachers; Teacher Attitudes; Secondary School Teachers; Secondary School Science; Professional Identity; Foreign Countries; Competence; Scientific Literacy; Science Education; Questionnaires; Observation; Semi Structured Interviews; Scientific Attitudes; Teacher Education Programs; Case Studies; Focus Groups; Educational Change; Achievement Tests; Secondary School Students; International Assessment; Faculty Development; Teaching Methods; Spain; European Union; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Kompetenz; Naturwissenschaftliche Bildung; Fragebogen; Beobachtung; Case study; Fallstudie; Case Study; Bildungsreform; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Spanien
Abstract	In this paper we explore the views and opinions of four secondary education science teachers regarding the teaching of scientific competences. Their views were gathered in the context of a training programme in which they had to design, implement, and assess their own teaching unit for developing students' scientific competences by means of context-based learning. Analysis of the data yielded a set of 14 categories distributed across 5 areas: scientific competence and context-based teaching; the teacher and his/her professional environment; implementation in the classroom; development of the teaching unit; and assessment. This process also identified the aspects which teachers believed either facilitated or acted as an obstacle to the development of scientific competences through context-based teaching. We discuss the implications of our findings and suggest ways in which a shift towards a context-based approach to teaching scientific competences can best be achieved, and consider a series of factors related to teachers' professional identity that may influence this process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01