Innovation in the science curriculum. The intersection of school practice and research.

Autor/in	Lang, Manfred
Titel	Innovation in the science curriculum. The intersection of school practice and research.
Quelle	Aus: Hansen, Klaus-Henning (Hrsg.); Gräber, Wolfgang (Hrsg.); Lang, Manfred (Hrsg.): Crossing boundaries in science teacher education. Münster u.a.: Waxmann (2012) S. 33-47 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-8309-2595-6; 978-3-8309-2595-8
Schlagwörter	Forschung; Curriculum; Europa; Forschung; Innovation; Kooperation; Lehrer; Lehrerfortbildung; Naturwissenschaftlicher Unterricht; Schule; Curriculumentwicklung; Schulentwicklung; Internationalisierung; Mentor; Konzeption; Schule; Schulentwicklung; Lehrer; Lehrerausbildung; Lehrerfortbildung; Curriculum; Curriculumentwicklung; Naturwissenschaftlicher Unterricht; Internationalisierung; Innovation; Konzeption; Kooperation; Forscher; Mentor; Europa
Abstract	In the European project CROSSNET, innovation in science education was studied in several national case studies. Each case study was based on a national project with specific goals and contexts. This paper offers a unifying perspective that gives a measure for comparison and interpretation. The concept of boundary crossing provides a basis for interpreting the process of change in schools. Critical to boundary crossing as a reform process is collaboration based on shared meaning making amongst teachers from different subject areas, teacher educators and researchers. The national case studies in CROSSNET exemplify different settings in which boundaries were crossed. In this chapter the author considers innovative practice and potential for its development through better understanding of boundary crossing and the need for settings which support this process. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/3