The Science Curriculum: Between Ideals and Outcomes

Student‐oriented versus Teacher‐centred: The effect of learning at workstations about birds and bird flight on cognitive achievement and motivation

“…Also, Van den Akker (1998) suggests that experimentation should be intertwined with reflection to increase understanding and competence. It might be difficult to interrupt the learning at workstations for reflection on some topics because of the different progress of the groups.…”

Teachers' professional growth during the development and class enactment of context-based chemistry student learning material

“…Lastly, teachers' interpretations of activities aimed at professional development, and not just the design itself, seem to be important for the effectiveness of these activities. A similar view at curriculum level has been described in terms of five curricular representations (Goodlad, 1979;Van den Akker, 1998). Teachers' interpretation of the formal, written, curriculum leads to a personalized version of the operational curriculum enacted in class.…”

“…Initially, before the development process started, the reported goals are rather general and vague, in terms of providing a learning motive (Gal'perin, 1992), and permit different directions for their transfer to concrete learning material and teaching approaches. The nature of these goals are basically philosophical, of rationale and mission kind, and fit in the ideal curriculum representation from Goodlad (1979) and Van den Akker (1998). The articulated goals after the writing of the module, a process that involved the translation of the general ideas and notions into concrete learning activities and material for students, are more concrete, and reflect the written and the perceived curriculum.…”

“…Others used curriculum materials to support teacher learning (Ball & Cohen, 1996; E. A. Davis & Krajcik, 2005;Schneider, Krajcik, & Blumenfeld, 2005;Van den Akker, 1998). In another approach, teachers were actively involved in the change process through participation in the development or redevelopment of curriculum materials (George & Lubben, 2002;W.…”

Measuring Teacher Dispositions Toward Teaching Sustainable Systems: A Mixed Methods Approach for Instrument Development and Psychometric Testing

“…As Cantor (1990) has simply stated having (the necessary skills) does not equate to doing. Meaning that although colleges of education and arts and sciences prepare teachers with the content and pedagogical content knowledge necessary, it is not certain that they will implement learned skills in the field as has been demonstrated in the case of science education reform (Atkin & Black, 2007;Wilkerson, 2006;Van der Akker, 2003). When presented with new information or curriculum, "… teachers will need to restructure their knowledge and beliefs and, on the basis of teaching experience integrate the new information into practical knowledge" (van Driel, Beijaard & Verloop, 2002, p.140).…”