NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ719762
Record Type: Journal
Publication Date: 2005-Feb-25
Pages: 20
Abstractor: Author
Reference Count: 34
ISSN: ISSN-0950-0693
The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation
van Driel, Jan H.; Bulte, Astrid M. W.; Verloop, Nico
International Journal of Science Education, v27 n3 p303-322 Feb 2005
In this paper, we report on a study of the beliefs of chemistry teachers about the teaching and learning of chemistry in upper secondary education in The Netherlands. This study was conducted in the context of the planning of a national revision of the chemistry curriculum towards a context-based approach. Chemistry teachers' beliefs were investigated using a questionnaire that focused on both content-related ideas about the chemistry curriculum and general educational beliefs. The questionnaire was administered to a sample of Dutch chemistry teachers (n = 966), with a response of 348 (36%). On the basis of factor analysis, two distinct and independent belief structures were found: (1) a belief that combines the curriculum emphasis Fundamental Chemistry with a subject-matter-oriented educational belief, and (2) a belief that combines the curriculum emphasis Chemistry, Technology and Society with a learner-centred educational belief. In a cluster analysis, it was found that most teachers (about three-quarters of the respondents) combined elements of the two belief structures. However, two relatively small subgroups were identified whose beliefs could be described in terms of one of these two belief structures. Implications for the innovation of the chemistry curriculum are discussed.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands