Expertise for Teaching Biology Situated in the Context of Genetic Testing

Autor/inn/en	van der Zande, Paul; Akkerman, Sanne F.; Brekelmans, Mieke; Waarlo, Arend Jan; Vermunt, Jan D.
Titel	Expertise for Teaching Biology Situated in the Context of Genetic Testing
Quelle	In: International Journal of Science Education, 34 (2012) 11, S.1741-1767 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.671557
Schlagwörter	Experienced Teachers; Testing; Teaching Methods; Genetics; Biology; Hygiene; Expertise; Educational Practices; Teacher Role; Science Instruction; Genetic Disorders; Secondary Education; Interviews; Moral Issues; Pedagogical Content Knowledge; Models; Foreign Countries; Context Effect; Netherlands + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Humangenetik; Biologie; Expert appraisal; Bildungspraxis; Lehrerrolle; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich; Interviewing; Interviewtechnik; Moraltheorie; Pädagogische Kompetenz; Analogiemodell; Ausland; Niederlande
Abstract	Contemporary genomics research will impact the daily practice of biology teachers who want to teach up-to-date genetics in secondary education. This article reports on a research project aimed at enhancing biology teachers' expertise for teaching genetics situated in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of an educational approach based on situated learning. What expertise do biology teachers need for teaching genetics in the personal health context of genetic testing? This article describes the required expertise by exploring the educational practice. Nine experienced teachers were interviewed about the pedagogical content, moral and interpersonal expertise areas concerning how to teach genetics in the personal health context of genetic testing, and the lessons of five of them were observed. The findings showed that the required teacher expertise encompasses specific pedagogical content expertise, interpersonal expertise and a preference for teacher roles and teaching approaches for the moral aspects of teaching in this context. A need for further development of teaching and learning activities for (reflection on) moral reasoning came to the fore. Suggestions regarding how to apply this expertise into context-based genetics education are discussed. (Contains 3 figures and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10