Teachers implementing context-based teaching materials : a framework for case-analysis in chemistry

M.A.J. Vos, R. Taconis, W.M.G. Jochems, A. Pilot

    Research output: Contribution to journalArticleAcademicpeer-review

    18 Citations (Scopus)
    2 Downloads (Pure)


    We present a framework for analysing the interplay between context-based teaching material and teachers, and for evaluating the adequacy of the resulting implementation of context-based pedagogy in chemistry classroom practice. The development of the framework is described, including an account of its theoretical foundations. The framework needs to be sensitive to the problems specific to the implementation of new context-based science education and the professional development of teachers. An effective procedure is described for the collection and analysis of the data with subsequent focus on the designers’ intentions with the context-based teaching materials, the teachers’ perceptions of the materials and the resulting classroom practice. The framework’s use and value are shown in an empirical study. The framework proved to produce reliable and valid insight into the relations between teaching material and the teachers, and in the classroom implementation. Additionally, results on classroom implementation are presented to illustrate the kind of understanding can be expected when this framework is applied in more extensive multi-case studies.
    Original languageEnglish
    Pages (from-to)193-206
    Number of pages16
    JournalChemistry Education Research and Practice
    Issue number3
    Publication statusPublished - 2010


    Dive into the research topics of 'Teachers implementing context-based teaching materials : a framework for case-analysis in chemistry'. Together they form a unique fingerprint.

    Cite this