Students' Perceptions of Teaching in Context-Based and Traditional Chemistry Classrooms: Comparing Content, Learning Activities, and Interpersonal Perspectives

Autor/inn/en	Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke
Titel	Students' Perceptions of Teaching in Context-Based and Traditional Chemistry Classrooms: Comparing Content, Learning Activities, and Interpersonal Perspectives
Quelle	In: International Journal of Science Education, 36 (2014) 11, S.1871-1901 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.880004
Schlagwörter	Foreign Countries; Chemistry; Secondary School Science; Science Instruction; Conventional Instruction; Comparative Analysis; Secondary School Students; Student Attitudes; Teacher Behavior; Secondary School Teachers; Science Teachers; Learning Activities; Teacher Student Relationship; Hierarchical Linear Modeling; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lernaktivität; Teacher student relationships; Lehrer-Schüler-Beziehung; Niederlande
Abstract	Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more "context-based" teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to deal with these reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10