Abstract
This paper focuses on the professional development of school chemistry teachers in the context of curriculum reform in The Netherlands. An important aim of this reform is the implementation of teaching chemistry concepts in contexts, which requires substantial changes in current teaching practice. The aim of our research was to develop an empirically validated course design and design principles for courses, on teaching concepts in contexts. A developmental research approach was used with several cycles of an in-depth case study. We describe the design and evaluation results of the first and second cycles. The conclusions are formulated as design principles for a third cycle of this type of teacher in-service course.
Keywords
- Professional Development
- Teacher Professional Development
- Classroom Experience
- Orientation Base
- Evaluation Question
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Stolk, M., Bulte, A., de Jong, O., Pilot, A. (2005). Teaching Concepts in Contexts: Designing a Chemistry Teacher Course in a Curriculum Innovation. In: Boersma, K., Goedhart, M., de Jong, O., Eijkelhof, H. (eds) Research and the Quality of Science Education. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3673-6_14
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DOI: https://doi.org/10.1007/1-4020-3673-6_14
Publisher Name: Springer, Dordrecht
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