The research reported in this study focuses on the influence of innovative and RRI support science teaching materials on teachers development of practical knowledge (PK) to support student skills to deal with science issues in society. To capture the complexity of teacher PK, we applied a multi-method design which focuses on specific well-defined aspects of this knowledge, based on the components of the Magnusson’s et al. (1999) model. The data were collected through different instruments such as PK forms, lesson plans, self-evaluation forms, semi-structured interviews, and reflection papers. The participants of this study are the six students of the Chemistry master programme of the Science Education and Communication department at one of the Dutch Universities of Technology. Data were analysed by considering the Magnusson’s et al. (1999) four components of PCK. It is found that teachers’ PK for two dimensions (1. students’ abilities and needs, 2. instructional strategies) have developed through the enactment of the lesson with RRI support materials. From the results of the study, ideas should be generated to help teachers to develop the beliefs, knowledge and classroom practice for RRI teaching, with the ultimate goal to equip the next generation for active engagement in science.
|Title of host publication||NARST 2016|
|Publication status||Unpublished - 2016|
|Event||2016 NARST Annual International Conference|
- Baltimore, United States
Duration: 16 Apr 2016 → 22 Apr 2016
|Conference||2016 NARST Annual International Conference|
|Period||16/04/16 → 22/04/16|