Abstract
Integrated science teaching is a task which requires that teachers develop new conceptual structures for the science topics they teach. It is often assumed that changes in teaching can be facilitated through reflective practices such as teacher self-assessment. Does self-assessment in fact help teachers develop new conceptual structures in the context of integrated science? We examine this assumption in the research reported in this paper. In the German PING project—an integrated science project for middle schools—teacher in-service education was based on collaborative workshops in which a group of 22 teachers from different types of schools used teaching materials for eight integrated topics for their lesson planning and conducting units over a period of 30 months. During this time concept maps, interviews and questionnaires were used as means to promote teacher self-assessment. We find that this kind of self-assessment in a collaborative framework was a useful basis for helping science teachers develop integrated conceptual structures and we suggest that in-service courses might use self-assessment for reflection on conceptual content knowledge as a basis for supporting integrated science teaching.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Alexander, P., & Judy, J. (1988). The interaction of domain-specific and strategic knowledge in academic performance.Review of Educational Research, 58(4), 375–404.
Atkin, M. (1998). The OECD study of innovations in science, mathematics and technology education.Journal of Curriculum Studies, 30(6), 647–660.
Bauer, K.-O. (1999).On teachers' professional self. In M. Lang, J. Olson, K.-H. Hansen, & W. Bünder (Eds.),Changing practices/changing schools: Recent research on teachers' professionalism (pp. 193–201). Leuven, Belgium. Garant.
Black, P., & William, D. (1998).Inside the black box. Raising standards through classroom assessment. London: Kings College.
Black, P., & Atkin, J. (Eds.). (1996).Changing the subject. Innovations in science, mathematics and technology education. London: Routledge/OECD.
Bund-Länder-Kommission für Bildungsplanung und Forschungsförderung (BLK). (1997).Gutachten zur Vorbereitung des Programms “Steigerung der Effizienz des mathematisch-naturwissenschaftlichlichen Unterrichts [Expertise for Preparation of the Program “Increase of Efficiency in Mathematics and Science Education”]. Bonn, Germany: Bund-Länder-Kommission für Bildungsplanung und Forschungsförderung [Commission of the Central and Federal States Governments for Educational Planning and Research Promotion].
Buhren, C., Killus, D., & Müller, S. (1998).Wege und Methoden der Selbstevaluation [Ways and methods for self-evaluation]. Beiträge 6. Dortmund, Germany: Institut für Schulentwicklungsforschung.
Bybee, R. (1997).Achieving scientific literacy: From purposes to practices. Portsmouth, England: Heinemann.
Close, D. (1996).National standards and benchmarks in science education. ERIC Digest ED402156.
Fischer, H., Hucke, L., & Gerull, K. (1999). The interpretation of concept maps using a reference. In M. Komorek, H. Berendt, H. Dahncke, R. Duit, W. Gräber, & A. Kross (Eds.),Research in science education. Past, present, and future (pp. 269–271). Proceedings of the Second International Conference of the European Science Education Research Association (E.S.E.R.A.). Kiel, Germany: Institute for Science Education (IPN).
Frey, K. (1973). Zum Begriff Integriertes Curriculum Naturwissenschaften [About the concept of integrated curriculum for science education]. In K. Frey, & P. Häußler (Eds.),Integriertes Curriculum Naturwissenschaft: Theoretische, Grundlagen und Ansätze [Integrated curriculum for science education: Theoretical basis and approaches]. Weinheim, Germany: Beltz.
Prey, K. (1974). Integrated science education in the Federal Republic of Germany. Contribution to the symposium: “An interdisciplinary approach towards the teaching of science subjects at the secondary level.” Exeter, UK: Council of Europe.
Hansen, K.-H. (1999). Science teacher socialization and professional development: integrated science education as a challenge for teaching. In M. Lang, J. Olson, K.-H. Hansen, & W. Bünder (Eds.),Changing practices/changing schools: Recent research on teachers' professionalism (pp. 134–148). Leuven, Belgium: Garant.
Hashweh, M. (1987). Effects of subject matter knowledge in the teaching of biology and physics.Teaching and Teacher Education, 3, 109–120.
Huber, L., & Effe-Stumpf, G. (1994). Der fächrübergreifende Unterricht am Oberstufen-Kolleg [Integrated Teaching at the Upper Secondary College]. In U. Krause-Isermann, J. Kupsch, & M Schumacher (Eds.).Perspektivwechsel [Change in Perspective]. (Ambos 38). Bielefeld, Germany: Kramer.
Korthagen, F., & Kessel, J. (1999). Linking theory and practice: Changing the pedagogy ofteacher education.Educational Researcher, 28(4), 4–17.
Lang, M. (1997).Neue Wege für den naturwissenschaftlichen Unterricht [New ways for teaching science]. IPN-Materialien. Kiel, Germany: Institute for Science Education (IPN).
Lang, M. (1998).Leitfaden zur Sicherung der Qualität schulischer Bildung und schulübergreifender Standards für den mathematisch-naturwissenschaftlichen Bereich [Manual for the gain of quality in schooling and general standards for science and mathematics education]. Manuskript Kiel, Germany: Institute for Science Education (IPN).
Lang, M. (2000). Mediated exchange and reflective collaboration: A model of science teaching development.Journal of Teachers and Teaching, 6(9), 9–22.
Markham, K., Mintzes, J., & Jones, M. (1994). The concept map as a research and evaluation tool: Further evidence for validity.Journal of Research in Science Teaching, 31(1), 1–11.
Mason, C. (1992). Concept mapping: A tool to develop reflective instruction.Science Education, 76(1), 51–63.
Miller, K., & Davison, D. (1998). Is thematic integration the best way to reform science and mathematics education?Science Educator, 7(1), 7–12.
National Research Council. (1996).National science educational standards. Washington, DC: National Academy Press.
Novak, J. (1990). Concept mapping: A useful tool for science education.Journal of Research in Science Teaching, 27(10), 937–949.
Olson, J. (1992).Understanding teaching. Milton Keynes: Open University Press.
Olson, J., James, E., & Lang, M. (1999). Changing the subject: The challenges to teacher professionalism of innovation in OECD countries.Journal of Curriculum Studies, 31(1), 69–83.
Piaget, J. (1957).Logic and psychology. New York: Basic books.
Plotnick, E. (1997).Concept mapping: A graphical system for understanding the relationship between concepts. ERIC Digest ED407938
Riquarts, K., & Hansen, K.-H. (1998). Collaboration among teachers, researchers and inservicetrainers to develop an integrated science curriculum.Journal of Curriculum Studies, 30(6), 661–676.
Projektkerngruppe (PING). (1996).Kurzinformation, Status, Konzeption, Entwicklung [Short information, status, conception, development]. Kiel, Germany: Institute for Science Education (IPN).
Robertson, C., Cowell, B., & Olson, J. (1998). A case study of integration and destreaming: Teachers and students in an Ontario secondary school respond.Journal of Curriculum Studies, 30(6), 691–717.
Ruiz-Primo, M., Shavelson, R., & Schulz, S. (1997).On the validity of concept maps-base assessment interpretations: An experiment testing the assumption of hierarchical concept maps in science. (CSE technical report 455). Los Angeles: National Centre for Research on Evaluation, Standards, and Student Testing (CRESST).
Seiler, T. (1973). Die Bereichsspezifität formaler Denkstruturen-Konsequenzen für den pädagogischen Prozeß [Domain specific formal structures of thinking-consequences for the psychological process]. In K. Frey, & M. Lang (Eds.),Kognitionspsychologie und naturwissenschaftlicher Unterricht— Cognitive processes and science instruction (pp. 249–285). Bern, Germany: Huber.
Terhart, E. (1995). Didaktik/Curriculum in teacher education: Some German complications. In S. Hopmann, & K. Riquarts, (Eds.),Didaktik and/or Curriculum. Kiel, Germany: Institute for Science Education (IPN).
Terhart, E. (1999). Developing a professional culture. In M. Lang, J. Olson, K.-H. Hansen, & W. Bünder (Eds.),Changing schools/changing practices: Perspectives on educational reform and teacher professionalism (pp. 27–40). Leuven, Belgium: Garant.
Trent, S., Pernell, E., Mungai, A., & Chimedza, R. (1998). Using concept maps to measure conceptual change in preservice teachers enrolled in a multicultural education/special education course.Remedial and Special Education, 19(1), 16–31.
Wiley, D., & Resnick, L. (1997). The new standards reference examination: Standards-referenced scoring system.CSE technical report 470. Los Angeles, CA: National Centre for Research on Evaluation, Standards and Student Testing (CRESST).
Wilson, J. (1994). Network representations of knowledge about chemical equilibrium: Variations with achievement.Journal of Research in Science Teaching, 31(10), 133–142.
Yinger, R., & Hendriks-Lee, M. (1998). Professional development standards as a new context for professional development in the U.S.Teachers and Teaching: Theory and Practice, 4, 273–298.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Lang, M., Olson, J. Integrated science teaching as a challenge for teachers to develop new conceptual structures. Research in Science Education 30, 213–224 (2000). https://doi.org/10.1007/BF02461629
Issue Date:
DOI: https://doi.org/10.1007/BF02461629