Structure–Property Relations Between Macro and Micro Representations: Relevant Meso-levels in Authentic Tasks

Meijer, Marijn R.; Bulte, Astrid M. W.; Pilot, Albert

doi:10.1007/978-1-4020-8872-8_10

Cited by 33 publications

(37 citation statements)

References 20 publications

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“…The main learning effect for students in this example of an innovative context-based unit is macro-micro thinking using meso-levels (Meijer et al 2009). When addressing the food problem, students start with an implicit use of macro-micro thinking which is expanded during the project when they explain and predict the properties of the food product on macro-, meso-and micro-levels.…”

Section: Analysis Of the New Aspects Of Innovative Context-based Unitsmentioning

confidence: 90%

“…3) as the unit used in the two case studies, A and B. Two units about macro-micro thinking in 'unbreakable' ceramic beakers and 'improved' absorption material for nappies were addressed by the students (Meijer et al 2009). …”

Section: Methodsmentioning

confidence: 99%

“…In such context-based education students are provided with meaningful problems (Lijnse and Klaassen 2004) for which they need to develop the intended coherent content, such that they experience their learning as relevant and they feel a sense of ownership of what is to be learnt. Within such a vision, chemistry is considered as a social activity; chemical knowledge is used as a tool to execute a task, which involves solving a problem, and participants are motivated to use and develop knowledge (Meijer et al 2009). Based upon this vision, the designed innovative context-based unit involves social activities to develop food products or to improve the properties of a food product in a project team.…”

Section: Analysis Of the New Aspects Of Innovative Context-based Unitsmentioning

confidence: 99%

“…Relevant structures at different meso-levels can be assigned to appropriate scales. The conceptual schema showing explicit use of structure-property relations in wheat bread (Meijer et al 2009) To address the specific context, it is necessary to 'zoom' into the structures within a certain product to relate the properties of this product at a certain level to underlying structures, and to study structure-property relations on different levels of a product. In Figure 2, the exemplary product is wheat bread.…”

Section: Analysis Of the New Aspects Of Innovative Context-based Unitsmentioning

confidence: 99%

“…The study also focuses on the pedagogical approach used including a new teacher's role in class (Meijer et al 2009). This detailed information on how and what should be planned is a necessary first step before professional development programmes for teachers can be designed.…”

mentioning

confidence: 99%

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Domain-Specific Expertise of Chemistry Teachers on Context-Based Education About Macro–Micro Thinking in Structure–Property Relations

et al. 2011

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This study aims to determine and describe the new domain-specific expertise of experienced chemistry teachers in teaching an innovative context-based unit about macromicro thinking in structure-property relations. The construct of 'teachers' domain-specific expertise' was used to analyse the new repertoire chemistry teachers need to acquire to teach a context-based unit and achieve the intended effects of the curriculum innovation. A phenomenological approach of exploration and verification of teachers' new repertoire resulted in the description of seven themes. These themes were related to the new aspects of the unit: the context-setting, the teacher's role and the new content. In addition, the results show that the theoretical framework of teachers' domain-specific expertise is feasible for the analysis and description of their new repertoire in the domain of teaching a contextbased unit. Further research is necessary to explore the use of the framework from the perspective of teachers' professional development, where affective components in teachers' learning processes play an important role.

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Section: Analysis Of the New Aspects Of Innovative Context-based Unitsmentioning

confidence: 90%

Section: Methodsmentioning

confidence: 99%

Section: Analysis Of the New Aspects Of Innovative Context-based Unitsmentioning

confidence: 99%

Section: Analysis Of the New Aspects Of Innovative Context-based Unitsmentioning

confidence: 99%

mentioning

confidence: 99%

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Domain-Specific Expertise of Chemistry Teachers on Context-Based Education About Macro–Micro Thinking in Structure–Property Relations

et al. 2011

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Chemistry Education for Gifted Learners

Sumida

Ohashi

2015

Chemistry Education

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Strategies to support teachers' professional development regarding sense‐making in context‐based science curricula

et al. 2020

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The aim of this study is to develop more understanding about strategies to support teachers' professional development in curriculum innovations, in which pedagogy and content change simultaneously compared to the conventional curriculum. A pre-existing framework, including strategies for professional development, was adapted, implemented, and evaluated from the perspective of teachers' sense-making in teaching context-based science curricula. This framework guides the design of activities that support teachers' development in three new aspects of teaching context-based science units: setting a context in class, performing a new teaching role, and teaching new content. In a case study, six teachers in secondary education participated in a professional development program based on the adapted framework. A qualitative inner-case analysis was conducted to describe teachers' sense-making during the program, in terms of the categories "assimilation," "accommodation," "toleration," and "distantiation." Results showed that teachers participating in the professional development program successfully assimilated and accommodated all three aspects; however, the process of teachers' sense-making of

show abstract

Structure–Property Relations Between Macro and Micro Representations: Relevant Meso-levels in Authentic Tasks

Cited by 33 publications

References 20 publications

Domain-Specific Expertise of Chemistry Teachers on Context-Based Education About Macro–Micro Thinking in Structure–Property Relations

Domain-Specific Expertise of Chemistry Teachers on Context-Based Education About Macro–Micro Thinking in Structure–Property Relations

Chemistry Education for Gifted Learners

Strategies to support teachers' professional development regarding sense‐making in context‐based science curricula

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