Skip to main content

Using the curriculum emphasis concept to investigate teachers' curricular beliefs in the context of educational reform

Buy Article:

$47.50 plus tax (Refund Policy)

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 chemistry', 'chemistry, technology and society', and 'knowledge development in chemistry'. The questionnaire was administered to a sample of Dutch chemistry teachers. The results indicate that, on the whole, the curriculum emphasis 'fundamental chemistry' received the strongest support. This is in accordance with the content and the tradition of the Dutch chemistry curriculum. When the two types of upper-secondary education were compared, it appeared that 'chemistry, technology and society' was almost equally valued for both types of education. However, the curriculum emphasis, 'knowledge development in chemistry', was considered much more important for pre-university education than for senior general secondary education.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: chemistry teachers; curriculum reform; science education; teacher knowledge

Document Type: Research Article

Publication date: 2007-09-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more