Assessing teachers' beliefs to facilitate the transition to a new chemistry curriculum: what do teachers want?

Ferdinand G.M. Coenders, C. Terlouw, S. Dijkstra

Research output: Contribution to journalArticleAcademicpeer-review

16 Citations (Scopus)
51 Downloads (Pure)

Abstract

In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops teachers’ pedagogical content knowledge (PCK).
Original languageUndefined
Pages (from-to)317-335
Number of pages18
JournalInternational journal of science education
Volume19
Issue number4
DOIs
Publication statusPublished - 2008

Keywords

  • IR-69957
  • METIS-252745

Cite this

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abstract = "In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops teachers’ pedagogical content knowledge (PCK).",
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Assessing teachers' beliefs to facilitate the transition to a new chemistry curriculum: what do teachers want? / Coenders, Ferdinand G.M.; Terlouw, C.; Dijkstra, S.

In: International journal of science education, Vol. 19, No. 4, 2008, p. 317-335.

Research output: Contribution to journalArticleAcademicpeer-review

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T1 - Assessing teachers' beliefs to facilitate the transition to a new chemistry curriculum: what do teachers want?

AU - Coenders, Ferdinand G.M.

AU - Terlouw, C.

AU - Dijkstra, S.

PY - 2008

Y1 - 2008

N2 - In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops teachers’ pedagogical content knowledge (PCK).

AB - In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops teachers’ pedagogical content knowledge (PCK).

KW - IR-69957

KW - METIS-252745

U2 - 10.1007/s10972-008-9096-5

DO - 10.1007/s10972-008-9096-5

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