Reform in biology education: teachers and researchers in a process of negotiation.

Autor/in	Elster, Doris
Titel	Reform in biology education: teachers and researchers in a process of negotiation.
Quelle	Aus: Hansen, Klaus-Henning (Hrsg.); Gräber, Wolfgang (Hrsg.); Lang, Manfred (Hrsg.): Crossing boundaries in science teacher education. Münster u.a.: Waxmann (2012) S. 161-191 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Naturwissenschaften und ihre Didaktik
Beigaben	grafische Darstellungen; Literaturangaben S. 189-191
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-8309-2595-6; 978-3-8309-2595-8
Schlagwörter	Kompetenz; Empirische Untersuchung; Fragebogenerhebung; Interview; Einstellung (Psy); Handlungstheorie; Selbstkonzept; Bildungsstandards; Bildungspolitik; Bildungsreform; Lehrer; Lehrerfortbildung; Lerngemeinschaft; Biologieunterricht; Projekt; Internationalisierung; Analyse; Dokument; Kooperation; Modell; Forscher; Deutschland
Abstract	This study reports empirical results of the implementation of National Educational Standards in Germany. It was conducted as a "background project" of the transnational European project CROSSNET (Crossing Boundaries in Science Teacher Education). The term "boundary crossing" is used as a metaphor for a professional learning process in which participants restructure their knowledge and adopt new routines. According to Engeström, this process implies collaboration between communities which differ in their routines and practices. In this case study these communities were teachers and researchers who cooperated in the German project "Biology in Context" (bik). This project was selected for participation in CROSSNET as it offered direct access to innovative work within so-called Learning Communities (LCs) of teachers and researchers. Bik aimed to promote students' competencies in context-based biology education and to support teachers' professional development. Teachers and researchers worked together in LCs to transform competency models into practice. The processes of crossing boundaries in three LCs were investigated by analysing the people and the tools embedded in dynamic activity systems and guided by Engeström's activity theory. The methodology involved the use of questionnaires, interviews and protocols of LC meetings. Main outcomes of the study were a better understanding of the elements and the dynamics of these activity systems, including the mutual learning process of all participants around context-based and standards-based curricula - the common object of the project. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/3