Literaturnachweis - Detailanzeige
Autor/inn/en | Lupión-Cobos, Teresa; López-Castilla, Rafael; Blanco-López, Ángel |
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Titel | What Do Science Teachers Think about Developing Scientific Competences through Context-Based Teaching? A Case Study |
Quelle | In: International Journal of Science Education, 39 (2017) 7, S.937-963 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lupión-Cobos, Teresa) ORCID (López-Castilla, Rafael) ORCID (Blanco-López, Ángel) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2017.1310412 |
Schlagwörter | Science Teachers; Teacher Attitudes; Secondary School Teachers; Secondary School Science; Professional Identity; Foreign Countries; Competence; Scientific Literacy; Science Education; Questionnaires; Observation; Semi Structured Interviews; Scientific Attitudes; Teacher Education Programs; Case Studies; Focus Groups; Educational Change; Achievement Tests; Secondary School Students; International Assessment; Faculty Development; Teaching Methods; Spain; European Union; Program for International Student Assessment Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Kompetenz; Naturwissenschaftliche Bildung; Fragebogen; Beobachtung; Case study; Fallstudie; Case Study; Bildungsreform; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Spanien |
Abstract | In this paper we explore the views and opinions of four secondary education science teachers regarding the teaching of scientific competences. Their views were gathered in the context of a training programme in which they had to design, implement, and assess their own teaching unit for developing students' scientific competences by means of context-based learning. Analysis of the data yielded a set of 14 categories distributed across 5 areas: scientific competence and context-based teaching; the teacher and his/her professional environment; implementation in the classroom; development of the teaching unit; and assessment. This process also identified the aspects which teachers believed either facilitated or acted as an obstacle to the development of scientific competences through context-based teaching. We discuss the implications of our findings and suggest ways in which a shift towards a context-based approach to teaching scientific competences can best be achieved, and consider a series of factors related to teachers' professional identity that may influence this process. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |