Teachers implementing context-based teaching materials: a framework for case-analysis in chemistry

Vos, Maj Martin; Taconis, R Ruurd; Jochems, Wmg Wim; Pilot, Albert

doi:10.1039/c005468m

Cited by 26 publications

(19 citation statements)

References 30 publications

(53 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The use of emphasis to typify teachers' intentions in the classroom when teaching contextbased materials has been shown to be effective by Vos et al (2010). Teaching from a KDS or STS emphasis is a teacher competence referred to in this study as emphasis.…”

Section: Emphasismentioning

confidence: 99%

“…According to Vermunt and Verloop (1999) and Bybee (2002), such learning calls for specific teaching activities. The use of these teaching activities in evaluating context-based education has been shown to be effective by Vos et al (2010). Vermunt and Verloop (1999) identify activities under three levels of teacher control-strong, shared and loose.…”

Section: Regulationmentioning

confidence: 99%

See 1 more Smart Citation

Mapping context-based learning environments: The construction of an instrument

Smits

Taconis

Jochems

2013

Learning Environ Res

View full text Add to dashboard Cite

The current trend in science curricula is to adopt a context-based pedagogical approach to teaching. New study materials for this innovation are often designed by teachers working with university experts. In this article, it is proposed that teachers need to acquire corresponding teaching competences to create a context-based learning environment. These competences comprise an adequate emphasis, context establishment, concept transfer, support of student active learning, (re-)design of context-based materials, and assistance in implementation of the innovation. The implementation of context-based education would benefit from an instrument that maps these competences. The construction and validation of such an instrument (mixed-methods approach) to measure the contextbased learning environment is described in this paper. The composite instrument was tested in a pilot study among 8 teachers and 162 students who use context-based materials in their classrooms. The instrument's reliability was established and correlating data sources in the composite instrument were identified. Various aspects of validity were addressed and found to be supported by the data obtained. As expected, the instrument revealed that context-based teaching competence is more prominently visible in teachers with experience in designing context-based materials, confirming the instrument's validity.

show abstract

Section: Emphasismentioning

confidence: 99%

Section: Regulationmentioning

confidence: 99%

Mapping context-based learning environments: The construction of an instrument

Smits

Taconis

Jochems

2013

Learning Environ Res

View full text Add to dashboard Cite

show abstract

“…1). The importance of general strategies, such as collaboration, sharing experiences, co-designing, and reflection are acknowledged by many studies on Teacher PD (Stolk et al 2012;Vos et al 2010). This study builds on the knowledge of effective PD programme (Borko 2004) with the establishment of the learning community in which the teachers act as facilitators and critical co-designers (Agung 2013).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…It can hardly be expected that CHC teachers, who are unfamiliar with a social constructivist approach, could go smoothly with a new curriculum based on social constructivism and achieve intended educational goals unless they have opportunities to learn how to teach the curriculum. Any change or transformation in classroom practices ultimately rely on teachers (Borko 2004;Vos et al 2010) and the interaction between teachers and the curriculum is needed to provide practical information which is useful for adjusting, improving, and disseminating the culturally appropriate curriculum for a wide use.…”

Section: Introductionmentioning

confidence: 99%

Interaction of Vietnamese teachers with a social constructivism-based primary science curriculum in a framework appropriate for a Confucian heritage culture

Hằng

Bulte

Pilot

2017

Asia Pac. Sci. Educ.

View full text Add to dashboard Cite

This paper describes the perception of a social constructivist approach to teaching and learning among Vietnamese teachers in a Confucian heritage culture and the changes these teachers undergo through their interaction with a new science curriculum that was designed culturally appropriate. A framework of teacher professional development combining state-of-the-art knowledge on professional development and knowledge on curriculum design was adapted and applied to the establishment of a learning community with a facilitator and the teachers as critical co-designers. Through the spiral approach of the development programme, the teachers showed certain changes from a traditional way of teaching to a more social constructivist way of teaching. The teachers proposed concrete teacher activities that can be applied to complete the design of the curriculum and make it a better teaching guideline. The teachers perceived the challenges for applying the newly designed science curriculum in primary education in Vietnamese Confucian heritage culture. This study reveals opportunities to improve the curriculum design and emphasises the need to facilitate teachers in applying the designed curriculum into practice with the stress on the roles of teacher input and professional development. Tóm tắtBài viết này trình bày nhận thức về hoạt động dạy học theo lối kiến tạo xã hội của các giáo viên Việt Nam trong nền văn hóa kế thừa Nho giáo và những thay đổi mà các giáo viên này có được qua quá trình tương tác với chương trình khoa học được thiết kế phù hợp với nền văn hóa. Một khung phát triển chuyên môn cho giáo viên với sự kết hợp những kiến thức mới nhất về nó đã được áp dụng, tạo nên một cộng đồng học tập mà ở đó người trợ giúp và giáo viên cùng đảm nhiệm vai trò người thiết kế. Qua cách tiếp cận vòng xoáy chôn ốc, chương trình phát triển chuyên môn này đã giúp các giáo viên có những thay đổi nhất định, chuyển từ cách dạy học truyền thống sang cách dạy học theo lối kiến tạo xã hội. Các giáo viên cũng đưa ra những đề xuất về những hoạt động cụ thể dành cho giáo viên để hoàn thiện thêm thiết kế chương trình và giúp cho nó trở thành một tài liệu dạy học tốt hơn. Các giáo viên cũng nhận thức được những thách thức sẽ gặp phải khi chương trình này được đưa vào vận dụng trong thực tế ở bậc tiểu học trong nền văn hóa kế thừa Nho giáo Việt Nam. Nghiên cứu này cũng chỉ ra được những hướng khả thi để cải tiến thiết kế chương trình và nhấn mạnh sự cần thiết của hoạt động hỗ trợ giáo viên trong quá trình thực hiện với sự coi trọng đầu vào của giáo viên cùng với các hoạt động phát triển chuyên môn dành cho họ.

show abstract

“…Vos et al (2010) used the intended curriculum representation and the divided implemented curriculum representation into the perceived and the operational curriculum. They conducted face validity sessions with experts and the teachers involved in context-based chemistry teaching and concluded that that there was strong support for these categories.…”

Section: Comparing Design As Intended and Design As Perceived Makes Smentioning

confidence: 99%

Towards design guidelines for work related learning arrangements

Lappia

2011

Jnl Euro Industrial Training

View full text Add to dashboard Cite

Purpose -The purpose of the study is to produce design guidelines based on insights from both practice and theory that will enable teachers and educational developers to execute the design, implementation and evaluation of their work-related learning arrangements with stakeholders involved. Design/methodology/approach -The first study reported in this paper can be characterised as an exploratory design study. The second and third study can be described as design-oriented research. Findings -The case studies showed that to realize work related learning arrangements mutual understanding between stakeholders is needed to decide what has to be learned by the students and to create learning situations that have a high similarity with real working situations.Research limitations/implications -The ultimate evaluation question whether students indeed show high levels of learning outcomes on the levels of the framework when they followed work-related learning arrangements that are arranged according to the design guidelines, fall out of the scope of this paper. Practical implications -Factors that influence the intended and implemented design of work related arrangements are derived from practical and theoretical insights. Design guidelines to influence these factors in a positive direction are formulated, based on these insights. For the expected learning outcomes a dynamic framework is developed. Social implications -Work related learning arrangements are still rare in higher education and practical experience is generally only gained during short periods of internships. So the finding that learning by experience and social interaction and learning by theory and reflection should be combined in joint work related learning arrangements to obtain the most impact on the ability to transfer, will not immediately become custom. Originality/value -Teachers, educational developers and stakeholders who are involved in developing the design, implementation and evaluation of their joint work-related learning arrangements will find evidence based design guidelines and a framework to assess learning outcomes. The theoretical insights are based on a multidisciplinary combination of workplace learning theories, educational science and innovation management theory.

show abstract

Teachers implementing context-based teaching materials: a framework for case-analysis in chemistry

Cited by 26 publications

References 30 publications

Mapping context-based learning environments: The construction of an instrument

Mapping context-based learning environments: The construction of an instrument

Interaction of Vietnamese teachers with a social constructivism-based primary science curriculum in a framework appropriate for a Confucian heritage culture

Towards design guidelines for work related learning arrangements

Contact Info

Product

Resources

About