An analysis of teaching competence in science teachers involved in the design of context-based curriculum materials

Research output: Contribution to journalArticleAcademicpeer-review

9 Citations (Scopus)
226 Downloads (Pure)

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¿=¿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.
Original languageEnglish
Pages (from-to)701-721
Number of pages21
JournalInternational Journal of Science Education
Volume34
Issue number5
DOIs
Publication statusPublished - 2012

Fingerprint Dive into the research topics of 'An analysis of teaching competence in science teachers involved in the design of context-based curriculum materials'. Together they form a unique fingerprint.

  • Cite this