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

L.G.A. Putter - Smits, de, R. Taconis, J.H. Driel, van, W.M.G. Jochems

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    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

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