Designing Context-Based Teaching Materials by Transforming Authentic Scientific Modelling Practices in Chemistry

Autor/inn/en	Prins, Gjalt T.; Bulte, Astrid M. W.; Pilot, Albert
Titel	Designing Context-Based Teaching Materials by Transforming Authentic Scientific Modelling Practices in Chemistry
Quelle	In: International Journal of Science Education, 40 (2018) 10, S.1108-1135 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prins, Gjalt T.) ORCID (Bulte, Astrid M. W.) ORCID (Pilot, Albert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1470347
Schlagwörter	Instructional Materials; Chemistry; Science Teachers; Experienced Teachers; Instructional Design; Relevance (Education); Heuristics; Science Activities; Models; Secondary School Science; Curriculum Evaluation; Science Instruction; Interviews + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lesson concept; Lessonplan; Unterrichtsentwurf; Relevance; Relevanz; Heuristik; Analogiemodell; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik
Abstract	One of the challenges of context-based science education is to construct high quality teaching materials. This paper presents results from a study investigating the heuristic value of an activity-based instructional framework for transformation of authentic scientific practices for use in the science classroom, in line with cultural historic activity theory (CHAT). The activity-based instructional framework was used to transform the authentic practice of Modelling Human Exposure and Uptake of Chemicals in Consumer Products into a curriculum unit. The transformation was conducted by experienced chemistry teachers well informed about CHAT. The heuristic value was judged on criteria completeness, instructiveness and appreciation. Collected data are designed curriculum materials and a focus group interview. Analysis of the designed curriculum materials indicated that the framework was highly complete and instructive, except for evoking reflection in students. Most important, the framework proved successful in operationalising CHAT into concrete guidelines for educational design. Additionally, the results show that the instructional framework is highly appreciated by the users. Further development of such instructional frameworks is important, since it fosters the construction of high quality context-based curriculum materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01