Investigating the Factors That Influence Chemistry Teachers' Use of Curriculum Materials: The Case of China
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| Title: | Investigating the Factors That Influence Chemistry Teachers' Use of Curriculum Materials: The Case of China |
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| Language: | English |
| Authors: | Chen, B., Wei, B. |
| Source: | Science Education International. 2015 26(2):195-216. |
| Availability: | International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Curriculum Development, Secondary School Science, Science Instruction, Science Curriculum, Science Teachers, Secondary School Teachers, Observation, Pedagogical Content Knowledge, Time, Class Size, Educational Resources, Teacher Attitudes, Coaching (Performance), Peer Teaching, Video Technology, Semi Structured Interviews, Teaching Methods, Chemistry, Coding, College Entrance Examinations |
| Geographic Terms: | China |
| ISSN: | 1450-104X |
| Abstract: | This paper aimed to explore the factors that influenced teachers' adaptations of the curriculum materials of the new senior secondary chemistry curriculum, a standards-based science curriculum, in China. This study was based on the premise that the interaction of the teacher with curriculum materials in a given social context determined what happens in classroom. An interpretive approach was employed and six chemistry teachers in four senior secondary schools participated in this study. Classroom observation and interview were used as research methods. The data analysis revealed that there were seven factors that led to the teachers' adaptations of curriculum materials, and these factors were teacher's pedagogical content knowledge (PCK), external examinations, time constraint, teaching resources, class size, belief about science, and peer coaching. Among these factors, teacher's PCK, external examinations, and time constraint were the more significant factors that influenced teachers' adaptations of curriculum materials. These factors were discussed in the social contexts of China in the last section of this paper. |
| Abstractor: | As Provided |
| Number of References: | 47 |
| Entry Date: | 2015 |
| Accession Number: | EJ1064037 |
| Database: | ERIC |
| Abstract: | This paper aimed to explore the factors that influenced teachers' adaptations of the curriculum materials of the new senior secondary chemistry curriculum, a standards-based science curriculum, in China. This study was based on the premise that the interaction of the teacher with curriculum materials in a given social context determined what happens in classroom. An interpretive approach was employed and six chemistry teachers in four senior secondary schools participated in this study. Classroom observation and interview were used as research methods. The data analysis revealed that there were seven factors that led to the teachers' adaptations of curriculum materials, and these factors were teacher's pedagogical content knowledge (PCK), external examinations, time constraint, teaching resources, class size, belief about science, and peer coaching. Among these factors, teacher's PCK, external examinations, and time constraint were the more significant factors that influenced teachers' adaptations of curriculum materials. These factors were discussed in the social contexts of China in the last section of this paper. |
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| ISSN: | 1450-104X |
