The conceptions of chemistry teachers about teaching and learning in the context of a curriculum innovation

International Journal of Science Education

Volumn 27, Issue 3, 2005, Pages 303-322

  Van Driel, Jan H ^a   Bulte, Astrid M W ^b   Verloop, Nico ^a  

^a LEIDEN UNIVERSITY   (Netherlands)

^b UTRECHT UNIVERSITY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85011141902     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500690412331314487     Document Type: Article

References (34)

1. ALDENDERFER, M.S. and BLASHFIELD, R.K. (1984). Cluster Analysis (Beverly Hills, CA: Sage).
2. BENNETT, J. and HOLMAN, J. (2002). Context-based approaches to the teaching of chemistry: What are they and what are their effects? In J.K. Gilbert et al. (eds.) Chemical Education: Towards Research-based Practice (Dordrecht: Kluwer Academic Press), 165–184.
3. BILLIG, M., CONDOR, S., EDWARDS, D., GANE, M., MIDDLETON, D. and RADLEY, A. (1988). Ideological Dilemmas: A Social Psychology of Everyday Thinking (London: SAGE).
4. BOULTON-LEWIS, G.M., SMITH, D.J.H., MCCRINDLE, A.R., BURNETT, P.C. and CAMPBELL, K.J. (2001). Secondary teachers’ conceptions of teaching and learning. Learning and instruction, 11, 35–51.
5. CALDERHEAD, J. (1996). Teachers: Beliefs and knowledge. In D.C. Berliner and R.C. Calfee (eds.) Handbook of Educational Psychology (New York: MacMillan), 709–725.
6. CLARK, C.M. and PETERSON, P.L. (1986). Teachers’ thought processes. In M.C. Wittrock (ed.) Handbook of Research on Teaching, 3rd edn. (New York: Macmillan), 255–296.
7. DENESSEN, E. (1999). Opvattingen over onderwijs: Leerstof- en leerlinggerichtheid in Nederland [Beliefs about education: Subject matter and student orientations in the Netherlands]. Ph.D. Dissertation, Garant, Leuven.
8. DE VOS, W. (2001). De toestand van de school scheikunde [The Situation of School Chemistry] (Utrecht: Utrecht University, Department of Chemical Education).
9. DE VOS, W. and REIDING, J. (1999). Public Understanding of Science as a separate subject in secondary schools in the Netherlands. International Journal of Science Education, 21, 711–719.
10. DE VOS, W., BULTE, A.M.W. and PILOT, A. (2002). Chemistry curricula for general education: Analysis and elements of a design. In J.K. Gilbert et al. (eds.) Chemical Education: Towards Research-based Practice (Dordrecht: Kluwer Academic Press), 101–124.
11. DRIESSEN, H.P.W. and MEINEMA, H.A. (2003). Chemistry between Context and Concept. Designing for Renewal (Enschede: SLO). Available online: http://www.slo.nl/e22/Slo21/guest/000/031/000/003?ECT=22&iConId=7292.
12. EENHOORNGROEP (1999). Dilemma’s in de schoolscheikunde [Dilemma’s in school chemistry]. NVOX, 24, 289–291.
13. FENSHAM, P.J. (1998). The politics of legitimating and marginalizing companion meanings: Three Australian case stories. In D.A. Roberts and L. Oestman (eds.) Problems of Meaning in Science Curricula (New York and London: Teachers’ College, Columbia University), 178–192.
14. HANEY, J.J., CZERNIAK, C.M. and LUMPE, A.T. (1996). Teacher beliefs and intentions regarding the implementation of science eduction reform strands. Journal of Research in Science Teaching, 33, 971–993.
15. JOHNSTON, S. (1992). Images: A way of understanding the practical knowledge of student teachers. Teaching and Teacher Education, 8, 123–136.
16. KAGAN, D.M. (1990). Ways of evaluating teacher cognition: Inferences concerning the Goldilocks principle. Review of Educational Research, 60, 419–469.
17. KERKSTRA, A. and JANSEN, K. (2001). Discussie ‘nieuwe scheikunde’ [Discussion ‘New chemistry’]. NVOX, 26, 73–75.
18. MILLAR, R. and OSBORNE, J. (eds.) (1998). Beyond 2000: Science Education for the Future (London: King’s College).
19. NORUŠIS, M.J. /SPSS Inc. (1992). SPSS/PC+ Professional Statistics, Version 5.0 (Chicago: SPSS Inc.).
20. NATIONAL RESEARCH COUNCIL (1996). National Science Education Standards (Washington, DC: National Research Council).
21. PAJARES, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.
22. PARKE, H.M. and COBLE, C.R. (1997). Teachers designing curriculum as professional development: A model for transformational science teaching. Journal of Research in Science Teaching, 34, 773–790.
23. PEDHAZUR, E.J. and PEDHAZUR SCHMELKIN, L. (1991). Measurement, Design and Analysis: An Integrated Approach (Hillsdale, NJ: Lawrence Erlbaum Associates).
24. PILOT, A. and VAN DRIEL, J.H. (2001). Ontwikkeling van een vernieuwd vak scheikunde in het voortgezet onderwijs [The development of a new secondary school subject chemistry]. Tijdschrift voor Didactiek der ß-wetenschappen, 18, 41–58.
25. PRATT, D.D. (1992). Conceptions of teaching. Adult Education Quarterly, 42, 203–220.
26. ROBERTS, D.A. (1982). Developing the concept of ‘curriculum emphases’ in science education. Science Education, 66, 243–260.
27. ROBERTS, D.A. (1988). What counts as science education? In P.J. Fensham (ed.) Development and Dilemmas in Science Education (London: Palmer Press), 27–54.
28. SHEN, J. (1997). Structure of the theoretical concept of educational goals: A test of factorial validity. The Journal of Experimental Education, 64, 342–352.
29. SOLOMON, J. and AIKENHEAD, G. (1994). STS Education — International Perspective on Reform (New York, NY: Teachers College Press).
30. STOLK, M., BULTE, A., DE JONG, O. and PILOT, A. (2003). Professional development of chemistry teachers: Contextualizing school chemistry. Paper presened at the 4th ESERA conference, Noordwijkerhout, The Netherlands, 20–23 August.
31. VAN BERKEL, B. (2001). To escape from and to escape to (Utrecht: Centre for Science and Mathematics Education).
32. VAN DRIEL, J.H. (2000). Vernieuwing van scheikunde onderwijs. Een samenvatting en een aanzet tot vervolg van de discussie [Innovation of chemical education. A summary and an attempt to continue the discussion]. Available online: http//www.nvon.nl/scheik/vernieuwing.htm.
33. VAN DRIEL, J.H., BEIJAARD, D. and VERLOOP, N. (2001). Professional development and reform in science education: The role of teachers’ practical knowledge. Journal of Research in Science Teaching, 38, 137–158.
34. WESTBROEK, H., KLAASSEN, K., BULTE, A. and PILOT, A. (2003). Characteristics of meaningful chemistry education. Paper presented at the 4th ESERA conference, Noordwijkerhout, The Netherlands, 20–23 August.