Empowering Chemistry Teachers' Learning: Practices and New Challenges

Driel, Jan van; Jong, Onno De

doi:10.1002/9783527679300.ch5

Cited by 4 publications

(4 citation statements)

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“…There are several ways for chemistry teachers to learn about context-based teaching, for instance by visiting relevant conferences and workshops, by participating in small (regional) networks of interested colleagues, and by reading relevant articles in journals such as the online journal Chemistry Education Research and Practice (free access www.rsc.org/cerp). The continuous professional development of chemistry teachers, supported by adequate research, will function as an important cornerstone of the further reform of chemistry curricula in the near future (Van Driel & De Jong, 2015). This is not only valid for the Netherlands but also for many other countries which are involved in contextbased chemistry curriculum reform.…”

Section: Regarding the Question What Opinions Chemistry Teachers Did mentioning

confidence: 98%

Chemistry teachers as stakeholders of national context-based curriculum reform project

Jong

2015

LUMAT

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The present paper deals with a national curriculum reform project on modular contextbased chemistry teaching in the Netherlands. A main characteristic of the project is the use of a 'bottom-up' approach for designing the 'New Chemistry' curriculum. A document analysis of projectrelated reports and empirical studies was carried out. The results showed that chemistry teachers were involved in all phases of the project: analyzing current problems, preparing outlines for renewal, developing context-based modules, and testing a pilot version of the curriculum. Some modular learning pathways were composed as exemplar tools for supporting teachers. Results at the end of the c u r r i c u l u m p r o j e c t s h o w e d t h a t p o s i t i v e o p i n i o n s a b o u t m o d u l a r c o n t e x t -b a s e d t e a c h i n g w e r e expressed by about half of the interviewed teacher-innovators and about one-third of the teacherfollowers. Nevertheless, negative opinions were expressed by an important minority of teachers.Implications for empowering teachers for modular context-based chemistry education are discussed.

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Section: Regarding the Question What Opinions Chemistry Teachers Did mentioning

confidence: 98%

Chemistry teachers as stakeholders of national context-based curriculum reform project

Jong

2015

LUMAT

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“…They can offer to schools' students a space, generally more equipped with respect to the laboratories of schools, where to learn chemistry in relation-ships with real life and society [21][22][23][24]27,51]. Very often science museums host courses to train pre-service and in-service science teachers [18,22,23,[51][52][53][54] and, in the case of chemistry teachers, the possibility to put innovative practical laboratorial activities into practice represent an added value to their training [37]. Several works have been published about the efficacy of non-formal activities developed in science museums in learning chemical and physical concepts, such as the properties of liquids and solids, the science of colors, lights and pigments, the properties of different kinds of materials, the chemistry of food and fundamental chemical topics related to safety and human health [21][22][23]29,31,52,53].…”

Section: The Role Of Science Museums In Chemical Educationmentioning

confidence: 99%

“…Chemistry teachers' training courses, pre-service and in-service ones, are fundamental aspects, which are developed in different ways in the various countries depending on the recruitment and school systems. The inclusion of STEM philosophy and project-based learning methods in pre-service teachers' training were object of recent studies [20,37,67,75,83,[86][87][88][89][90].…”

Section: Project-based Learning In Chemistry and Pre-service Training Of Chemistry Teachersmentioning

confidence: 99%

“…The evidence of a connection between the formal and traditional teaching of chemistry and the perception of chemistry as 'abstract', 'difficult' and 'far from everyday life' [35,36] is one of the reasons of a rethinking of the chemistry teaching. In this respect, the training of pre-service chemistry teachers is an important issue [37]. Few investigations focused on methodological aspects relevant in chemistry education and innovative approaches to train pre-service and in-service teachers in chemistry, such as the STEM teaching philosophy [20] and non-formal teaching methods, have been published so far.…”

Section: Introductionmentioning

confidence: 99%

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STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

Domenici

2022

Education Sciences

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Non-formal learning environments, such as science museums, have a fundamental role in science education and high potentialities as ideal contexts for science teachers’ training. These aspects have been analyzed and reported in several recent works mainly focused on students’ perception of science and increased engagement towards scientific disciplines. In this work, a project-based learning methodology optimized and experimented in the frame of a pre-service chemistry teachers’ course at the University of Pisa (Italy), during the last eight years, involving in total 171 participants, is presented. This educational project has several distinctive features related to the STEAM philosophy, with a high level of multi-disciplinarity and creativity. Most of the laboratories and chemistry-centered activities were conceived, planned and carried out by the future chemistry teachers in non-formal contexts, such as science museums. A case study based on a series of non-formal laboratories designed by a group of students during their training in the academic year 2018–2019 and performed in a science museum is reported and examined in details. In this paper, all steps of the STEAM project-based learning methodology are described underlining the main learning outcomes and cognitive levels involved in each step and the relevant methodologies proposed during the training course and adopted in the project. The effectiveness of this pre-service teachers’ training methodology is finally discussed in terms of participants’ motivation and interest towards the course’s content, students’ final judgment of their training experiences and, in particular, of the STEAM project-based learning activities. From the students’ feedbacks and final assessment, the role of the non-formal context in teaching and learning chemistry and the efficacy of developing educational activities related to current and real-life chemistry-centered topics emerged as very positive aspects of the proposed approach.

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Hacia la concreción de un modelo de perfil profesional básico del profesorado de Ciencias, Tecnología y Matemáticas (CTEM)

Quílez

Segura²,

Cardeñosa³

et al. 2017

Model. Sci. Educ. Learn.

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En este trabajo se fundamenta y se establece un marco de competencias específicas que pueden servir como guía de un proceso continuo de desarrollo profesional del docente de Ciencias, Tecnología y Matemáticas (CTEM). La base teórica de este escenario corresponde al modelo TPACK, al que se ha añadido la dimensión lingüística (L), transformándolo en el modelo TPACLK. Las distintas capacidades profesionales que se detallan se han clasificado en seis grandes apartados. Los dos primeros establecen las competencias disciplinares y didácticas delámbito CTEM; la tercera categoría corresponde al papel de la lengua en el aula CTEM; la cuarta sección se centra en los aspectos motivacionales del proceso de enseñanza-aprendizaje; la quinta, corresponde a la autopercepción del profesorado y en laúltima parte se esquematiza cómo integrar de forma efectiva las tecnologías del aprendizaje y del conocimiento en el trabajo docente CTEM. Este desarrollo profesional se plantea dentro del marco de la innovación y la investigación educativas. In this work it is both discussed and provided a framework of specific competences that may serve as a guide for setting up an ongoing process in the professional development of Science, Technology and Mathematics (STEM) teachers. The fundamentals of the TPACK model serve to base the theoretical background of this scheme, to which we have incorporated an additional feature which means to consider the linguistic (L) dimension, thus transforming it into the TPACLK model. The different detailed professional STEM capacities have been classified into six main sections. The two first points discussed establish the STEM disciplinary and didactic capacities; the third section corresponds to the role of language in the STEM classroom; the fourth category is focused on the motivational elements of the teaching and learning process; the fifth corresponds to the self-perception of teachers and the last section summarises how to integrate effectively the information and communication technologies into the educational STEM activity. This professional development is framed within innovative and research educational activities.

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Empowering Chemistry Teachers' Learning: Practices and New Challenges

Cited by 4 publications

References 48 publications

Chemistry teachers as stakeholders of national context-based curriculum reform project

Chemistry teachers as stakeholders of national context-based curriculum reform project

STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

Hacia la concreción de un modelo de perfil profesional básico del profesorado de Ciencias, Tecnología y Matemáticas (CTEM)

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