Science teachers' knowledge development in the context of
educational innovation
Henze-Rietveld, F.A.
Citation
Henze-Rietveld, F. A. (2006, November 21). Science teachers' knowledge development in
the context of educational innovation. Retrieved from https://hdl.handle.net/1887/8476
Version:
Corrected Publisher’s Version
License:
Licence agreement concerning inclusion of doctoral thesis in the
Institutional Repository of the University of Leiden
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Science teachers’ knowledge
development in the context of
educational innovation
Ineke Henze
Science teachers’ knowledge
development in the context of
educational innovation
PROEFSCHRIFT
ter verkrijging van
de graad van Doctor aan de Universiteit Leiden, op gezag van Rector Magnificus Dr. D.D. Breimer,
hoogleraar in de faculteit der W iskunde en Natuurwetenschappen en die der Geneeskunde,
volgens besluit van het College voor Promoties te verdedigen op dinsdag 21 november 2006
klokke 15.00 uur
door
Francina Adriana Henze-Rietveld
Promotiecommissie Promotor Prof. dr. N. Verloop Co-promotor Dr. J.H. van Driel Overige leden
Dr. M. Brekelmans (referent), Universiteit Utrecht Prof. dr. H.M.C. Eijkelhof, Universiteit Utrecht Prof. dr. H. Hulshof, Universiteit Leiden Prof. dr. J.W. Kijne, Universiteit Leiden
Leiden University Graduate School of Teaching
This research was carried out in the context of the Interuniversity Center for Educational Research.
The research reported in this thesis was funded by the Netherlands Association for Scientific Research (grant number: 411-21-201)
ISBN-10: 90-9021200-0 ISBN-13: 978-90-9021200-5
Title: Science teachers’ knowledge development in the context of educational innovation
Titel: De ontwikkeling van praktijkkennis van bètadocenten in de context van onderwijsvernieuwing
© 2006, Ineke Henze, Leiden University All rights reserved
CONTENT
Chapter 1 Introduction 1
1.1 Background to the study 2
1.2 Context of the study 3
1.3 Nature of the study 4
1.4 Overview of the study 5
1.5 References 7
Chapter 2 Science teachers’ knowledge about teaching models and modelling in the context of a new syllabus on Public
Understanding of Science 11
2.1 Introduction 12
2.2 Teacher Knowledge 13
2.3 The context of the study 14 2.4 Method and procedure 19
2.5 Analysis 23
2.6 Results and discussion 25 2.7 Conclusions and Implications 33
2.8 References 35
Chapter 3 The development of science teachers’ personal knowledge about teaching models and modelling in the context of science
education reform 39
3.1 Introduction 40
3.3 Context of the study 42 3.4 Method and procedure 44
3.5 Analysis 50 3.6 Results 51 3.7 Conclusions 63 3.8 Discussion 65 3.9 References 66 Appendix 69
Chapter 4 Experienced science teachers’ learning in
the context of educational innovation 71
4.1 Introduction 72
4.2 Workplace learning 73
4.3 Methodology and research design 75
4.4 Analysis 78 4.5 Results 82 4.6 Conclusions 95 4.7 Discussion 96 4.8 References 99 Appendix I 102 Appendix II 103
Chapter 5 The development of experienced science teachers’ pedagogical content knowledge of ‘Models of the Solar System and the
Universe’ 105
5.2 Pedagogical Content Knowledge 107 5.3 Context of the study 108 5.4 Method and research design 110
5.5 Analysis 112
5.6 Results and conclusions 114
5.7 Discussion 124
5.8 References 125
Chapter 6 General discussion 129
6.1 Main results of the four studies 130
6.2 General Conclusion 133
6.3 Discussion of the main results 135 6.4 Implications of the study 137
6.5 References 139
Nederlandse samenvatting 141
Publications 147
Short curriculum vitae 149
PhD dissertation series 151
