ERIC Number: EJ964822
Record Type: Journal
Publication Date: 2012-Jun
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0157-244X
EISSN: N/A
Domain-Specific Expertise of Chemistry Teachers on Context-Based Education about Macro-Micro Thinking in Structure-Property Relations
Dolfing, Ria; Bulte, Astrid M. W.; Pilot, Albert; Vermunt, Jan D.
Research in Science Education, v42 n3 p567-588 Jun 2012
This study aims to determine and describe the new domain-specific expertise of experienced chemistry teachers in teaching an innovative context-based unit about macro-micro thinking in structure-property relations. The construct of "teachers' domain-specific expertise" was used to analyse the new repertoire chemistry teachers need to acquire to teach a context-based unit and achieve the intended effects of the curriculum innovation. A phenomenological approach of exploration and verification of teachers' new repertoire resulted in the description of seven themes. These themes were related to the new aspects of the unit: the context-setting, the teacher's role and the new content. In addition, the results show that the theoretical framework of teachers' domain-specific expertise is feasible for the analysis and description of their new repertoire in the domain of teaching a context-based unit. Further research is necessary to explore the use of the framework from the perspective of teachers' professional development, where affective components in teachers' learning processes play an important role. (Contains 4 figures and 2 tables.)
Descriptors: Expertise, Innovation, Chemistry, Learning Processes, Phenomenology, Science Teachers, Teaching Methods, Teacher Role, Context Effect, Models, Professional Development, Pedagogical Content Knowledge, Thinking Skills
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A