Hansen / Gräber Crossing Boundaries in Science Teacher Education

1. Auflage 2012
ISBN: 978-3-8309-7595-3
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 240 Seiten

This book is based on the European Comenius project CROSSNET with eight case studies about innovation and science teacher education in six European countries. Guiding questions were how teachers, policy makers and teacher educators collaborate in the process of change and how local background projects respond to opportunities for the exchange of experiences and reflection in terms of a common theoretical framework of boundary crossing. The case studies were conducted by local coordinators and contracted teachers. They are supplemented by a cross-case analysis of common and distinct features in the projects and an essay about the relationship between boundary crossing, transformative learning and curriculum theory. Main outcomes are about school-based reform and collaboration for science education.

Autoren/Hrsg.

Hansen, Klaus-Henning

Gräber, Wolfgang

Inhaltsverzeichnis

1;Foreword and Contents;6
2;1 New Directions in Science Education and the Culture of the School – The CROSSNET Project as a Transnational Framework for Research;10
2.1;1 The CROSSNET project as a framework for transnational research;10
2.2;2 CROSSNET as an intervention into local practices – solving the problem of transnational comparisons;12
2.3;3 Science education: A broadening perspective for curriculum and practice;14
2.4;4 Curriculum innovation and communities of practice;15
2.5;5 Crossing boundaries as a complex interaction of systems of activity over time;17
2.6;6 Mediating tools and their role in change;20
2.7;7 Boundary crossing and the elements of activity;24
2.8;8 Boundary crossing and expansive learning: Concluding comments;28
3;2 Innovation in the Science Curriculum: The Intersection of School Practice and Research;34
3.1;1 The need for new models of change in curriculum reform: The present situation;34
3.2;2 Theoretical background of boundary crossing;36
3.3;3 Crossing boundaries: A complex process in curriculum innovation;42
3.4;4 Creating settings for discourse across boundaries: The Curriculum Workshop as one example;44
4;3 CROSSNET in Practice: An Analysis of Teacher Response;50
4.1;1 Goals of the study, theoretical background;51
4.2;and research questions;51
4.3;2 Research approach and methods;53
4.4;3 Research findings – CROSSNET in action;56
4.5;4 Summary and discussion;64
5;4 Crossing Boundaries Through School-Based Collaboration for Innovative Science Teaching;68
5.1;1 Introduction;69
5.2;2 Implementation and dissemination of a context-oriented approach (Case study 1);71
5.3;3 Development of interdisciplinary lesson sequences and materials for conducting class excursions to the island of Föhr (Case study 2);74
5.4;4 Implementing a partnership between a school and an enterprise (Case study 3);77
5.5;5 School-based teacher training as a tool to implement a standards-based and integrated syllabus (Case study 4);80
5.6;6 Improving physics teaching by cooperation with;83
5.7;teachers from other science subjects (Case study 5);83
5.8;7 Summary and conclusions;85
6;5 Enhancing Language Awareness in Science Education by Means of Content and Language Integrated Learning;92
6.1;1 Content and Language Integrated Learning in science education;93
6.2;2 The CROSSNET intervention;97
6.3;3 Methods and outcome;100
6.4;4 Conclusions;110
7;6 School-Based In-Service Teacher Education as a Way of Promoting Integrated Teaching and Learning of Science Subjects;114
7.1;1 Introduction;114
7.2;2 Aim of the study;116
7.3;3 Description of the schools participating in the project;118
7.4;4 Research method;122
7.5;5 Procedure and results;123
7.6;6 Conclusions;133
8;7 Facing Barriers in Teaching Chemical Equilibrium – Approaches Based on the Use of ICT;136
8.1;1 Introduction / background;137
8.2;2 Presenting the project;138
8.3;3 The case study;144
8.4;4 Outputs and recommendations;151
9;8 Reform in Biology Education: Teachers and searchers in a Process of Negotiation;162
9.1;1 Introduction;162
9.2;2 Improving the quality of biology instruction;167
9.3;3 Findings;175
10;9 Crossing Boundaries by Changing the Culture of Teaching;194
10.1;1 Introduction;194
10.2;2 The project design;198
10.3;3 Boundary Crossings and a key question;202
10.4;4 Data collection;204
10.5;5 Data analysis;206
10.6;6 Data interpretation;210
10.7;7 Personal reflection;212
11;10 Innovations in Science Education Through School;220
12;University Partnership;220
12.1;1 Introduction;220
12.2;2 Background and cultural context;222
12.3;3 An emerging framework for the study;224
12.4;4 Research methodology;228
12.5;5 Findings from CROSSNET Ireland;229
12.6;6 Discussion and future directions;236