Research on Science Teacher Education in Europe: Teacher Thinking and Conceptual Change

Jong, Onno De; Korthagen, Fred; Wubbels, Theo

doi:10.1007/978-94-011-4940-2_44

Cited by 29 publications

(17 citation statements)

References 31 publications

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“…This can happen even when the teacher "acknowledges" the relevance of constructivist views of science teaching (Johnston, 1991). De Jong, Korthagen, and Wubbels (1998) remind us of the frequent occurrence of the following basic beliefs: that scientific knowledge is not problematic; that its learning mainly depends on students' motivation; that lab work is valuable because it keeps students active, not because it promotes learning; that learning is most efficient if rules and quick explanations are given since these save time and keep students' attention.…”

Section: Transformations Of Curriculum Innovationsmentioning

confidence: 96%

Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education

Pintó¹

2004

Sci. Ed.

129

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This paper introduces the four research papers in this paper set, which all derive from a European research project, STTIS (Science Teacher Training in an Information Society). The central concern of the project was to study curriculum innovations in science, and to investigate ways in which teachers transform these innovations when putting them into practice. This work led to the construction of appropriate teacher training materials for use when an innovation is being introduced. The paper describes the mutual research strategy agreed upon by the STTIS partners. Both to avoid repetition and to underline the understanding that the partners share about the issues involved in curriculum innovation and related teacher education, the main theoretical background is to be found here. Themes and conclusions common to all the papers are highlighted. The paper also outlines the common features of the approach the STTIS partners took toward the construction of teacher training materials. These materials build in concrete results from the research, in forms that provoke discussion and reflection aimed at making teachers more aware of their ideas and behavior, with a view to effecting lasting change.

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Section: Transformations Of Curriculum Innovationsmentioning

confidence: 96%

Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education

Pintó¹

2004

Sci. Ed.

129

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“…This puts new demands on the professional development of science teachers. From an extensive review of research on science teacher education, De Jong, Korthagen, and Wubbels (1998) concluded that it is important to develop courses that include strong relationships between course activities and teaching activities in the school in order to bridge the gap between pedagogical (content) theory and teaching practice. They also indicated that courses need to create a safe and supportive learning climate for teachers, and acknowledge that changing teachers' conceptions and teaching strategies is a process that takes its time.…”

Section: Introductionmentioning

confidence: 99%

Scaffolding Science Teachers in Open‐inquiry Teaching

Valk

Jong

2009

International Journal of Science Education

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“…Several studies have found, however, that, depending on the teacher and the context, these aspects are often out of phase with each other, and even plainly in contradiction, and that changes in one are not necessarily accompanied by a change in the rest (Lederman 1992;Mellado 1997Mellado , 1998de Jong et al 1998;Marx et al 1998;Meyer et al 1999). Clarke and Hollingsworth (2002) establish four interrelated domains for teachers' educational change --the personal, the external, the practical, and the consequential --involving multiple growth networks, and with changes in one domain not implying changes in the rest.…”

Section: Educational Change In Science Teachersmentioning

confidence: 99%

Contributions from the Philosophy of Science to the Education of Science Teachers

et al. 2006

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Abstract. One of the most important topics on the international agenda in educational research is to gain an understanding of the processes of educational change in teachers and of the factors that favour or hinder it. Such understanding is, for instance, an essential element in planning and putting into practice initial and ongoing teacher education programs. This article reviews the research on science teachers' educational change. To organize the information, an analogy is made with the process of scientific change, analyzing and evaluating the contributions of the different models taken from the philosophy of science --positivism, Popper's principle of falsifiability, Lakatos' scientific research programs, Laudan's research traditions, Toulmin's evolutionism, and Kuhn's relativism. We conclude the article with the implications for science teacher education.

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Research on Science Teacher Education in Europe: Teacher Thinking and Conceptual Change

Cited by 29 publications

References 31 publications

Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education

Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education

Scaffolding Science Teachers in Open‐inquiry Teaching

Contributions from the Philosophy of Science to the Education of Science Teachers

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