Science Teachers' Knowledge Development

Erscheinungsjahr 2021
ISBN: 978-90-04-50544-5
Verlag: Brill

Buch, Englisch, Band 23/8, 328 Seiten, Format (B × H): 152 mm x 232 mm, Gewicht: 499 g

Reihe: Cultural and Historical Perspectives on Science Education / Cultural and Historical Perspectives on Science Education: Distinguished Contributors

In this volume, Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science. Using a selection of ten of his best publications, van Driel explains his journey from a chemistry teacher to an international leader in research in science education. He highlights collaborative projects with colleagues and students that have contributed to a better understanding of the nature of science teachers’ professional knowledge and how it develops in the context of teacher education and reforms of science education. He discusses the impact of this research on the international research community, and on the practice and policy of science education.

Autoren/Hrsg.

Driel, Jan H van

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Preface

List of Figures and Tables

About the Author

1 Developing Science Teachers’ Pedagogical Content Knowledge

1 Why I Conducted the Study

2 Context

3 Impact and Follow Up

Developing Science Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Nico Verloop and Wobbe de Vos (reprinted article)

2 Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge

1 How this Article Came About

2 Content and Context

3 Impact and Follow Up

Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge, by Jan H. van Driel, Douwe Beijaard and Nico Verloop (reprinted article)

3 Teacher Knowledge and the Knowledge Base of Teaching

1 How This Article Came About

2 What the Article Is About

3 Impact and Follow Up

Teacher Knowledge and the Knowledge Base of Teaching, by Nico Verloop, Jan van Driel and Paulien Meijer (reprinted article)

4 Teachers’ Knowledge of Models and Modelling in Science

1 Why I Conducted the Study

2 Context

3 Reflection and Follow Up

Teachers’ Knowledge of Models and Modelling in Science, by Jan H. van Driel and Nico Verloop (reprinted article)

5 Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe

1 How the Study Came About

2 How the Study Was Conducted …

3 … And What Was Found

4 Reflection and Follow Up

Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe, by Ineke Henze, by Jan H. van Driel and Nico Verloop (reprinted article)

6 The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge

1 How the Study Came About

2 Reflection and Follow Up

3 Next Steps

The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Onno De Jong and Nico Verloop (reprinted article)

7 The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation

1 How the Study Came About

2 Impact and Follow Up

The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation, by Jan H. van Driel, Astrid M. W. Bulte and Nico Verloop (reprinted article)

8 Taking a Closer Look at Science Teaching Orientations

1 How the Article Came About

2 What the Article Is About

3 Impact and Follow Up

Taking a Closer Look at Science Teaching Orientations, by Patrica Friedrichsen, Jan H. van Driel and Sandra K. Abell (reprinted article)

9 Professional Learning of Science Teachers

1 How the Chapter Came About

2 Follow Up

Professional Learning of Science Teachers, by Jan H. van Driel (reprinted article)

10 Attention to Intentions: How to Stimulate Strong Intentions to Change

1 How the Article Came About

2 What Is the Article About

3 Follow Up

Attention to Intentions – How to Stimulate Strong Intentions to Change, by M. Dam, F. J. J. M. Janssen and J. H. van Driel (reprinted article)

Reflection

Index

Über Autor(innen)

Jan van Driel is a Professor of Science Education at the University of Melbourne. He has published seminal papers on Pedagogical Content Knowledge and is one of the world’s most cited authors in research on teacher knowledge and teacher learning.