TY - JOUR
T1 - An analysis of teaching competence in science teachers involved in the design of context-based curriculum materials
AU - Putter - Smits, de, L.G.A.
AU - Taconis, R.
AU - Driel, van, J.H.
AU - Jochems, W.M.G.
PY - 2012
Y1 - 2012
N2 - 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¿=¿25 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.
AB - 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¿=¿25 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.
U2 - 10.1080/09500693.2012.656291
DO - 10.1080/09500693.2012.656291
M3 - Article
SN - 0950-0693
VL - 34
SP - 701
EP - 721
JO - International Journal of Science Education
JF - International Journal of Science Education
IS - 5
ER -