An Analysis of Teaching Competence in Science Teachers Involved in the Design of Context-Based Curriculum Materials

Autor/inn/en	De Putter-Smits, Lesley G. A.; Taconis, Ruurd; Jochems, Wim; Van Driel, Jan
Titel	An Analysis of Teaching Competence in Science Teachers Involved in the Design of Context-Based Curriculum Materials
Quelle	In: International Journal of Science Education, 34 (2012) 5, S.701-721 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.656291
Schlagwörter	Innovation; Instructional Materials; Science Education; Statistical Analysis; Research Methodology; Science Teachers; Foreign Countries; Comparative Analysis; Correlation; Chemistry; Science Instruction; Scientific Concepts; Semi Structured Interviews; Scores; Netherlands + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Naturwissenschaftliche Bildung; Statistische Analyse; Research method; Forschungsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Korrelation; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Niederlande
Abstract	The committees for the current Dutch context-based innovation in secondary science education employed teachers to design context-based curriculum materials. A study on the learning of science teachers in design teams for context-based curriculum materials is presented in this paper. In a correlation study, teachers with (n = 5 and 840 students) and without (n = 8 and 184 students) context-based curriculum material design experience were compared on context-based competence. Context-based competence comprises context handling, regulation, emphasis, design, and school innovation. Context-based teaching competence was mapped using both qualitative and quantitative research methods in a composite instrument. Due to the differences in design team set-up for different science subjects, teachers with design experience from different science subjects were also compared on their context-based competence. It was found that teachers with design experience showed more context-based competence than their non-designing colleagues. Furthermore, teachers designing for biology showed more context-based competence than their peers from other science subjects. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10