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Direct linkOverman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke – International Journal of Science Education, 2013
In this study, questions in context-based and traditional chemistry textbooks were analysed from two perspectives that are at the heart of chemistry curricula reforms: a content perspective and a learning activities perspective. To analyse these textbook questions, we developed an instrument for each perspective. In total, 971 textbook questions…
Descriptors: Foreign Countries, Textbooks, Chemistry, Textbook Content
Stolk, Machiel J.; Bulte, Astrid M. W.; de Jong, Onno; Pilot, Albert – Chemistry Education Research and Practice, 2009
The aim of this study is to understand the design of professional development programmes in teacher-based and context-based chemistry curriculum innovations. Firstly, the goals of these programmes are discussed and related to the concept of empowerment. Next, in a selection of empirical studies, four general strategies for professional development…
Descriptors: Chemistry, Science Education, Professional Development, Science Teachers
van Driel, Jan H.; Bulte, Astrid M. W.; Verloop, Nico – International Journal of Science Education, 2005
In this paper, we report on a study of the beliefs of chemistry teachers about the teaching and learning of chemistry in upper secondary education in The Netherlands. This study was conducted in the context of the planning of a national revision of the chemistry curriculum towards a context-based approach. Chemistry teachers' beliefs were…
Descriptors: Foreign Countries, Educational Innovation, Factor Analysis, Chemistry
