Gjalt T. Prins

Evaluation of a Design Principle for Fostering Students’ Epistemological Views on Models and Modelling Using Authentic Practices as Contexts for Learning in Chemistry Education

Science education should foster students’ epistemological view on models and modelling consistent with formal epistemology in science and technology practices. This paper reports the application of a curriculum unit in the classroom using an authentic chemical practice, ‘Modelling drinking water treatment’, as the context for learning. An authentic practice is defined as professionals working on an issue guided by common motives and purposes, according to a similar type of procedure and applying relevant knowledge. The epistemology on models and modelling in the practice was analysed and anchored in the curriculum unit. The knowledge involved was captured in a design principle ‘content modelling’. A design principle provides heuristic guidelines to reach the intended pedagogic effects in the classroom. Throughout the field tests, research data were collected by means of classroom observations, interviews, audio‐taped discussions, completed worksheets, and written questionnaires. Students were able to evaluate the advanced model features of goodness of fit and reliability, and, to a lesser extent, validity. However, reflection on the modelling approach applied can be improved. The findings were used to reconsider the current completion of the design principle ‘content modelling’. This study contributes to the acquisition of a knowledge base concerning the use of authentic practices as contexts for learning in chemistry education as well as in science education in a broader sense.

Designing context-based teaching materials by transforming authentic scientific modelling practices in chemistry

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.

Towards an empirically substantiated professional development programme to train lead teachers to support curriculum innovation

ABSTRACT The aim of this study is to establish an empirically substantiated professional development programme for teachers to become lead teachers who are able to support professional development of peers in times of curriculum innovation. The design of a professional development programme, participants’ learning outcomes and their interrelatedness are described. The three main interventions in the professional development programme are: (A) a national learning community of lead teachers-in-training to participate in formal training and peer intervision; (B) regional learning communities of teachers where lead teachers-in-training practice their leadership qualities and receive feedback on their functioning as lead teachers; and (C) self-reflection to stimulate awareness of learning progress among participants. This qualitative case study reports the results of the designed programme embedded in the implementation process of a context-based chemistry curriculum in secondary education in the Netherlands. Results show that participants acquire intended learning outcomes in terms of knowledge, skills and dispositions. These learning outcomes are invoked by the combination of interventions in the professional development programme. From the results it can be concluded that the designed professional development programme has potential to train teachers to become lead teachers to support curriculum innovation. Abbreviations: CIMO : Context Intervention(s) Mechanism(s) Outcomes; LT(s) : Lead Teacher(s); NLC : National Learning Community; RLC : Regional Learning Community.

Students' Experienced Coherence Between Chemistry and Biology in Context-Based Secondary Science Education

In current biology and chemistry secondary school practice, coherence between the subjects chemistry and biology is underexposed or even ignored. This is incongruent with the current scientific practice, in which the emphasis is shifting towards inter- and multidisciplinarity. These problems have been addressed by the development of a curriculum unit based on an authentic practice involving the eradication of Legionella pneumophila by means of copper-silver ionization. The unit operationalizes coherence between chemistry and biology in two ways, by connecting the macro-micro thinking in chemistry with the thinking in terms of levels of organization in biology and by emphasizing relations between chemical and biological concepts. The unit is developed by a design research approach. A scenario consisting of a detailed description of the intended learning and teaching process was used as a frame of reference for measuring students’ experienced coherence. The unit has been enacted at three secondary schools in the Netherlands. The results show that upper secondary, preuniversity students (grade 11, age 16–17) develop an understanding of the coherence between the domains chemistry and biology and that they are able to explicate this coherence within different interdisciplinary contexts. The developed LT strategy, based on a synthesis of macro-micro and level-of-organization thinking, proved to be successful in establishing coherence from a students’ perspective in context-based science education.