Developing Context-Based Teaching Competencies of Chemistry Teachers: Designing and Implementing Context-Based Activities
Abstract
Keywords
Full Text:
PDFReferences
Aytaç, T 2000, ‘Hizmet içi eğitim kavramı ve uygulamada karşılaşılan sorunlar’, Milli Eğitim Dergisi, vol. 147, pp. 66–69.
Baran, M & Sözbilir, M 2018, ‘An application of context-and problem-based learning (C-PBL) into teaching thermodynamics’, Research in Science Education, vol. 48, no. 4, pp. 663-689. https://doi.org/10.1007/s11165-016-9583-1
Barker, V & Millar, R 1999, ‘Students’ reasoning about basic chemical reactions: What changes occur during a context-based post-16 chemistry course?’, International Journal Science Education, vol. 21, no. 6, pp. 645-665. https://doi.org/10.1080/095006999290499
Bennett, J 2003, Teaching and learning science: A guide to recent research and its applications, Continuum, London.
Bennett, J 2016, ‘Bringing science to life: Research evidence’, in Taconis, R, den Brok, P & Pilot, A (eds.), Teachers creating context-based learning environments in science, Sense, Rotterdam.
Bennett, J, Gräsel, C, Parchmann, I & Waddington, D 2005, ‘Context-based and conventional approaches to teaching chemistry: Comparing teachers’ views’, International Journal of Science Education, vol. 27 no. 13, pp. 1521-1547. https://doi.org/10.1080/09500690500153808
Bennett, J & Lubben, F 2006, ‘Context-based chemistry: The Salters approach’, International Journal of Science Education, vol. 28, no. 9, pp. 999–1015. https://doi.org/10.1080/09500690600702496
Bennett, J, Lubben, F & Hogarth, S 2007, ‘Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching’, Science Education, vol. 91, no. 3, pp. 347-370. https://doi.org/10.1002/sce.20186
Broman, K, Bernholt, S & Parchmann, I 2015, ‘Analysing task design and students’ responses to context-based problems through different analytical frameworks’, Research in Science & Technological Education, vol. 33, no. 2, pp. 143–161.https://doi.org/10.1080/02635143.2014.989495
Bulte, AMW, Westbroek, HB, De Jong, O & Pilot, A 2006, ‘A research approach to designing chemistry education using authentic practices as contexts’, International Journal of Science Education, vol. 28, no. 9, pp. 1063-1086. https://doi.org/10.1080/09500690600702520
De Putter-Smits, LGA 2012, ‘Science teachers designing context-based curriculum materials: Developing context-based teaching competence’, Doctoral dissertation, Eindhoven University of Technology, Holland. https://pure.tue.nl/ws/portalfiles/portal/3680730/724553.pdf
De Putter-Smits, LGA, Taconis, R, Jochems, WMG & Van Driel, J 2012, ‘An analysis of teaching competence in science teachers involved in the design of context-based curriculum materials’, International Journal of Science Education, vol. 34, no. 5, pp. 701-721.
De Putter-Smits, LGA, Taconis, R & Jochems, WMG 2016, ‘Measuring context-based learning environments in dutch science classrooms’, in Taconis, R, den Brok, P & Pilot, A (eds.), Teachers creating context-based learning environments in science, Sense, Rotterdam.
De Putter-Smits, LGA, Nieveen, NM, Taconis, R & Jochems, W 2020, ‘A one-year teacher professional development programme towards context-based science education using a concerns-based approach’, Professional Development in Education, vol. 48, no. 3, pp. 523-539.https://doi.org/10.1080/19415257.2020.1712616
Fensham, PJ 2009, ‘Real world contexts in PISA science: Implications for context-based science education’, Journal of Research in Science Teaching, vol. 46, no. 8, pp. 884-896.https://doi.org/10.1002/tea.20334
Fraenkel, JR & Wallen, NE 2006, How to design and evaluate research in education (6th ed.), McGraw-Hill, New York.
Fullan, M 1985, ‘Change processes and strategies at the local level’, The Elementary School Journal, vol. 85, no. 3, pp. 391-421.
George, JM & Lubben, F 2002, ‘Facilitating teachers’ professional growth through their involvement in creating context-based materials in science’, International Journal of Educational Development, vol. 22, no. 6, pp. 659-672. https://doi.org/10.1016/S0738-0593(01)00033-5
Gilbert, JK 2006, ‘On the nature of “context” in chemical education’, International Journal of Science Education, vol. 28, no. 9, pp. 957-976.https://doi.org/10.1080/09500690600702470
Glynn, S & Koballa, TR 2005, ‘The contextual teaching and learning intructional approach’, in Yager, RE (ed.), Exemplary science: Best practices in Professional development (pp.75-84), National Science Teachers Association Press, Arlington, VA.
Glynn, SM & Winter, LK 2004, ‘Contextual teaching and learning of science in elementary schools’ Journal of Elementary Science Education, vol. 16, no. 29, pp. 51-63.https://doi.org/10.1007/BF03173645
Gräsel, C, Fussangel, K & Parchmann, I 2006, ‘Lerngemeinschaft in der Lehrerfortbildung’, Zeitschrift für Erziehungswissenschaft, vol. 9, no. 4, pp. 545–561. https://doi.org/10.1007/s11618-006-0167-0
Guillaume, A & Rudney, G 1993, ‘Student teachers’ growth toward independence: an analysis of their changing concerns’, Teaching and Teacher Education, vol. 9, no. 1, pp. 65–80. https://doi.org/10.1016/0742-051X(93)90015-9
Günel, M & Tanrıverdi, K 2014, ‘In-service teacher training from international and national perspectives: The retention and loss of institutional and academic memories’, Education and Science, vol. 39, no. 175, pp. 73-94.http://dx.doi.org/10.15390/EB.2014.2949
Habig, S, Blankenburg, J, van Vorst, H, Fechner, S, Parchmann, I & Sumfleth, E 2018, ‘Context characteristics and their effects on students’ situational interest in chemistry’, International Journal of Science Education, vol. 40, no. 10, pp. 1154-1175. https://doi.org/10.1080/09500693.2018.1470349
Joyce, B & Showers, B 1980, ‘Improving inservice training: The messages of research’, Educational Leadership, vol.37, no. 5, pp. 379-385.
Kang, J, Keinonen, T, Simon, S, Rannikmae, M, Soobard, R & Direito, I 2019, ‘Scenario evaluation with relevance and interest (SERI): Development and validation of a scenario measurement tool for context-based learning’, International Journal of Science and Mathematics Education, vol. 17, no. 7, pp. 1317-1338. https://doi.org/10.1007/s10763-018-9930-y
Kanlı, U & Yağbasan, R 2001, ‘Fizik öğretmenleri için düzenlenen hizmet içi eğitim yaz kursları’, Gazi Eğitim Fakültesi Dergisi, vol. 21, no. 3, pp. 39-46.
Kock, ZJ, Taconis, R, Bolhuis, S & Gravemijer, K 2016, ‘Supporting teachers to transform their classes into a context-based learning environment’, ,n Taconis, R, den Brok, P & Pilot, A (eds.), Teachers creating context-based learning environments in science (pp. 145-173), Sense, Rotterdam.
Le Roux, C & Ferreira, JG 2005, ‘Enhancing environmental education teaching skills through’, Journal of Education for Teaching: International research and pedagogy, vol. 31, no. 1, pp. 3-14. https://doi.org/10.1080/02607470500043516
Luft, JA 2001, ‘Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers’, International Journal of Science Education, vol. 23, no. 5, pp. 517-534.https://doi.org/10.1080/09500690121307
Mcdonald, L 2011, ‘Transfer of training in teacher Pd: A process-outcome orientation’, Procedia-Social and Behavioral Sciences, vol 29, pp. 1885-1894. https://doi.org/10.1016/j.sbspro.2011.11.438
Mikelskis-Seifert, S, Bell, T & Duit, R 2007, ‘Ergebnisse zur lehrprofessionalisiering im program physik im kontext’, in D. Höttecke (ed.), Kompetenzen, kompetenzmodelle,kompetenzentwicklung (p. 110-112), Lit-Verlag, Berlin, Germany.
Miles, M & Huberman, A 1994, Qualitative data analysis: An expanded sourcebook (2nd ed.), Sage Publications, Thousand Oaks, CA.
Mishal, A & Patkin, D 2016, ‘Contribution of mathematics in-service training course to the professional development of elementary school teachers in Israel’, Teacher Development, vol. 20, no. 2, pp. 253-274. http://doi.org/10.1080/13664530.2016.1138997
OECD 2005, Teachers matter. Attracting, developing and retaining affective teachers. OECD Publications: France.
Özay-Köse, E & Çam-Tosun, F 2011, ‘Effect of context based learning in students’ achievement about nervous system’, Journal of Turkish Science Education, vol. 8, no. 2, pp. 91-106.
Pajares, MF 1992, ‘Teachers’ beliefs and educational research: Cleaning up a messy construct’, Review of Educational Research, vol. 62, no. 3, pp. 307-332. https://doi.org/10.3102/00346543062003307
Parchmann, I, Gräsel, C, Baer, A, Nentwig, P, Demuth, R & Ralle, B 2006, ‘Chemie im kontext: A symbiotic implementation of a context-based teaching and learning approach’ International Journal Science Education, vol. 28, no. 9, pp. 1041-1062. https://doi.org/10.1080/09500690600702512
Patton, MQ 2002, Qualitative research and evaluation methods (3rd ed.), SAGE, Thousand Oaks, California.
Pilot, A & Bulte, AMW 2006, ‘The use of “contexts” as a challenge for the chemistry curriculum: Its successes and the need for further development and understanding’, International Journal of Science Education, vol. 28, no. 9, pp. 1087-1112. https://doi.org/10.1080/09500690600730737
Roberts, DA 1982, ‘Developing the concept of curriculum emphases in science education’, Science Education, vol. 66, pp. 243–260. https://doi.org/10.1002/sce.3730660209
Roehrig, GH, Kruse, RA & Kern, A 2007, ‘Teacher and school characteristics and their influence on curriculum implementation’, Journal of Research in Science Teaching, vol. 44, no. 7, pp. 883-907.https://doi.org/10.1002/tea.20180
Seferoğlu, SS 2004, ‘Öğretmen yeterlikleri ve mesleki gelişim’, Bilim ve Aklın Aydınlığında Eğitim, vol. 58, pp. 40-45. https://yunus.hacettepe.edu.tr/~%20sadi/yayin/Seferoglu_Ogretmen_Yeterlikleri_BAAE_2004-58.pdf
Sevian H, Dori YJ & Parchmann, I 2018, ‘How does STEM context-based learning work: What we know and what we still do not know’, International Journal of Science Education, vol. 40, no. 10, pp. 1095–1107. https://doi.org/10.1080/09500693.2018.1470346
Shute, VJ 2008, ‘Focus on formative feedback’ Review of Educational Research, vol. 78, no. 1, pp. 153–189.https://doi.org/10.3102/0034654307313795
Spector, BS 1987, ‘Overview: Meeting the needs of science teachers for continuing education’, in BS Spector (ed.), A guide to in-service teacher education: Research into practice, 1986 AETS yearbook. Columbus, OH: AETS.
Stake, RE 1995, The art of case study method research. Sage, Thousand Oaks, California.
Stolk, MJ, Bulte, AWM, De Jong, O & Pilot, A 2009, ‘Towards a framework for a professional development programme: Empowering teachers for context-based chemistry education’, Chemistry Education Research and Practice, vol. 10, pp. 164-175. https://doi.org/10.1039/B908255G
Stolk, MJ, Bulte, AMW, De Jong, O & Pilot, A 2016, ‘A framework for empowering teachers for teaching and designing context-based chemistry education’, in Taconis, R, den Brok, P & Pilot, A ( eds.), Teachers creating context-based learning environments in science (pp. 191-213), Sense, Rotterdam.
Taconis, R, den Brok, P & Pilot, A 2016, ‘Introduction: Context-based learning environments in science’, in Taconis, R, den Brok, P & Pilot, A (eds.), Teachers creating context-based learning environments in science (pp. 1-17), Sense, Rotterdam.
Taitelbaum, D, Mamlok-Naaman, R, Carmeli, M & Hofstein, A 2008, ‘Evidence for teachers’ change while participating in a continuous professional development programme and implementing the inquiry approach in the chemistry laboratory’, International Journal of Science Education, vol. 30, no. 5, pp. 593-617. https://doi.org/10.1080/09500690701854840
Toran, M & Yağan Güder, S 2020, ‘Supporting teachers’ professional development: Examining the opinions of pre-school teachers attending courses in an undergraduate program’, Pegem Journal of Education and Instruction, vol. 10, no. 3, pp. 809-868.http://dx.doi.org/10.14527/pegegog.2020.026
Valdmann, A, Rannikmae, M & Holbrook, J 2016, ‘Determining the effectiveness of a CPD programme for enhancing science teachers’ self-efficacy towards motivational context-based teaching’, Journal of Baltic Science Education, vol. 15, no. 3, pp. 284-297. 10.33225/jbse/16.15.281
Van Driel, JH, Beijaard, D & Verloop, N 2001, ‘Professional development and reform in science education: The role of teachers’ practical knowledge’, Journal of Research in Science Teaching, vol. 38, no. 2, pp. 137-158. https://doi.org/10.1002/1098-2736(200102)38:2<137::AID-TEA1001>3.0.CO;2-U
Van Driel, JH, Bulte, AMW & Verloop, N 2005, ‘The conceptions of chemistry teachers about teaching and learning in the context of a curriculum innovation’, International Journal of Science Education, vol. 27, no. 3, pp. 303-322.https://doi.org/10.1080/09500690412331314487
Van Driel, JH, Bulte, AMW & Verloop, N 2008, ‘Using the curriculum emphasis concept to investigate teachers’ curricular beliefs in the context of educational reform’, Journal of Curriculum Studies, vol. 40, no. 1, pp. 107-122, https://doi.org/10.1080/00220270601078259
Van Dulmen, THH, Visser, TC, Pepin, B & McKenney, S 2022, ‘ Teacher and student engagement when using learning materials based on the context of cutting-edge chemistry research’, Research in Science & Technological Education, pp. 1-22. DOI: 10.1080/02635143.2022.2070147
Vermunt, JD & Verloop, N 1999, ‘Congruence and friction between learning and teaching’, Learning and Instruction, vol. 9, no. 3, pp. 257–280. https://doi.org/10.1016/S0959-4752(98)00028-0
Vos, MAJ, Taconis, R, Jochems, WMG & Pilot, A 2010, ‘Teachers implementing context-based teaching materials: A framework for case-analysis in chemistry’, Chemistry Education Research and Practice, vol. 11, no. 3, pp. 193-206.
Vos, MAJ, Taconis, R, Jochems, WMG & Pilot, A 2011, ‘Classroom implementation of context-based chemistry education by teachers: The relation between experiences of teachers and the design of materials’, International Journal of Science Education, vol. 33, no. 10, pp. 1407-1432. https://doi.org/10.1080/09500693.2010.511659
Vos, MAJ, Taconis, R, Jochems, WMG & Pilot, A 2016, ‘Interaction between teachers and teaching material’, in Taconis, R, den Brok, P & Pilot, A (eds.), Teachers creating context-based learning environments in science (pp. 125-143), sense, Rotterdam.
White, S 2007, ‘Investigating effective feedback practices for pre-service teacher education students on practicum’, Teaching Education, vol. 18, no. 4, pp. 299-311.
Wieringa, N, Janssen, FJJM & Van Driel, JH 2011, ‘Biology teachers designing context-based lessons for their classroom practice: The importance of rules-of-thumb’, International Journal of Science Education,vol. 33, no. 17, pp. 2437-2462.
Xiao, S 2018, ‘Rhetorical use of inscriptions in students’ written arguments about socioscientific issues’, Research in Science Education, vol. 50, no. 1, pp. 1233-1249. https://doi.org/10.1007/s11165-018-9730-y
DOI: http://dx.doi.org/10.30870/jppi.v8i2.16491
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Jurnal Penelitian dan Pembelajaran IPA
This work is licensed under a Creative Commons Attribution 4.0 International License.
Jurnal Penelitian dan Pembelajaran IPA is licensed under a Creative Commons Attribution 4.0 International License
Copyright © 2024 Jurnal Penelitian dan Pembelajaran IPA. All rights reserved.