Bringing Design Practices to Chemistry Classrooms: Studying Teachers' Pedagogical Ideas in the Context of a Professional Learning Community

Autor/inn/en	Stammes, Hanna; Henze, Ineke; Barendsen, Erik; de Vries, Marc
Titel	Bringing Design Practices to Chemistry Classrooms: Studying Teachers' Pedagogical Ideas in the Context of a Professional Learning Community
Quelle	In: International Journal of Science Education, 42 (2020) 4, S.526-546 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stammes, Hanna) ORCID (Henze, Ineke) ORCID (Barendsen, Erik) ORCID (de Vries, Marc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1717015
Schlagwörter	Science Teachers; Chemistry; Science Instruction; Instructional Design; Communities of Practice; Faculty Development; Teacher Attitudes; Educational Change; Foreign Countries; Teaching Methods; Secondary School Teachers; Netherlands + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Community; Lehrerverhalten; Bildungsreform; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Niederlande
Abstract	Bringing design practices to chemistry education is gaining interest with recent science curriculum reforms emphasising design, and calls for integrated STEM education. Design is a central practice in the chemistry discipline, and could foster meaningful chemistry education. Although chemistry teachers are key in bringing design to chemistry classrooms, and in realising design's potential for learning, little is known about their views on teaching and learning regarding design. To reduce this gap in literature, we explored chemistry teachers' pedagogical ideas in the context of a Dutch professional learning community on design in chemistry education. We elicited teachers' ideas through semi-structured interviews and lesson forms which teachers kept while implementing a design project. Multiple patterns emerged through analysing teachers' ideas. We found that the teachers did not see teaching design as a goal of chemistry education. Instead, teachers valued design as a teaching approach to engage students in applying chemistry concepts, in developing soft skills, and in applying or developing research practices. In this paper, we present more patterns in teachers' ideas, and discuss possible explanations of these findings in depth. Finally, we give suggestions for future research, and teacher professional development that may help support a change to bring design into chemistry education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01