This paper investigates the developing pedagogical content knowledge (PCK) of nine experienced science teachers in their first few years of teaching a new science syllabus in the Dutch secondary education system. We aimed to identify the content and structure of the PCK for a specific topic in the new syllabus, "Models of the Solar System and…

This paper reports a study on teachers' domain-specific beliefs about the chemistry curriculum for upper-secondary education in The Netherlands. Teachers' beliefs were investigated using a questionnaire focused on the goals of the chemistry curriculum. The design of the questionnaire was based on three curriculum emphases: "fundamental…

In order to enhance teachers' professional awareness, it is necessary to understand and value their subjective or personal knowledge and beliefs. This study investigated the change of science teachers' personal knowledge about teaching models and modeling in science within the context of educational reform in The Netherlands. The study followed…

As teachers' knowledge determines to a large extent how they respond to educational innovation, it is necessary for innovators to take this knowledge into account when implementing educational changes. This study aimed at identifying patterns in the content and the structure of science teachers' knowledge, at a point in time when they still had…

In the context of educational innovation, it is important to investigate how in-service teachers learn and adapt their knowledge to changing professional circumstances. The authors investigated the informal learning of a small number of experienced science teachers in their first few years of teaching a new science syllabus in secondary education…

In this exploratory study the relationships between teachers' general educational beliefs about teaching and learning and their domain specific beliefs about a particular curriculum, that is, the chemistry curriculum for upper secondary education in The Netherlands were investigated. For this purpose, a questionnaire survey was conducted among the…

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…

Investigates the knowledge that experienced science teachers have of models and modeling in science in the context of a school curriculum innovation project in which the role and the nature of models and modeling are emphasized. (Author/CCM)

Discusses professional development in the context of the current reforms in science education from the perspective of developing teacher knowledge. Points out the unsuccessful reform movement due to lack of considering teachers' existing knowledge, attitudes, and behaviors. Concludes that long-term professional development programs are needed to…

Reports on a study of the knowledge of experienced science teachers in the context of a reform in science education in The Netherlands. Focuses on the major goal of the reform; that is, improving students' knowledge and abilities in the fields of models and modeling in science. Groups teachers into pairs based on their use of teaching activities.…

Discusses the concept of pedagogical content knowledge within the context of science teaching. Defines the concept and identifies teaching experience as the major source of pedagogical content knowledge. Contains 69 references. (DDR)