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• W2168341081 abstract "In 2002, a committee installed by the Ministry of Education concluded that fourmain problems regarding the high school chemistry curriculum necessitate a majorcurriculum renewal. A year later the following three recommendations for such anew curriculum were formulated: (a) the chemistry content should appeal to allstudents, not just to those who want to pursue a career in chemistry; (b)contemporary chemistry and societal challenges should be included in thecurriculum; (c) a context-based approach, meaning that students acquire conceptsstarting from an appealing context, should form the basis of the curriculum.Teachers are crucial when it comes to a curriculum renewal as they are the ones toimplement a new curriculum through enactment in their classrooms. Teacherstherefore need to understand the new curriculum, to be professionally preparedfor an adequate use of new subject matter and embedded pedagogical knowledge,and have to be able to use the new curriculum materials in an adequate manner.The National Steering Committee responsible for the development of the newcurriculum recognizes this crucial role teachers have in the implementationprocess and proposes to involve teachers from the beginning in the renewal, boththrough participation in the development process as teacher-developers as wellas through class enactment of materials developed by colleagues. It is supposedthat participation will act as a learning process for the teachers involved, inwhich teachers are going to acquire knowledge, beliefs and skills, both in thefield of the subject matter they are teaching as well as in the pedagogy.The overall research question of this study is fourfold: (a) what are chemistryteachers’ beliefs about the chemistry curriculum and about their roles, about theteacher as developer, and about professional development; (b) how dochemistry teachers professionally change, in other words what changes inknowledge and beliefs arise, when teachers are involved in the developmentand subsequent class enactment of innovative student learning material for thecontext-based approach; (c) how do teachers professionally change when theymerely enact this material in their classes; and (d) what model is suitable tounderstand and interpret the observed changes in knowledge and beliefs." @default.
• W2168341081 created "2016-06-24" @default.
• W2168341081 creator A5012929002 @default.
• W2168341081 date "2010-03-11" @default.
• W2168341081 modified "2023-09-28" @default.
• W2168341081 title "Teachers' professional growth during the development and class enactment of context-based chemistry student learning material" @default.
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• W2168341081 doi "https://doi.org/10.3990/1.9789036530095" @default.
• W2168341081 hasPublicationYear "2010" @default.
• W2168341081 type Work @default.
• W2168341081 sameAs 2168341081 @default.

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