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This article describes the complex nature of collaborative relationships, the difficulties of conducting research with others, and the complications of partnerships in educational research. To create and sustain a communicative space in which participants can collaborate to innovate education and curriculum, time and opportunity to develop trust in the group are needed. We report on a collaborative action research project in the Netherlands in which 14 teachers, three facilitators and an academic researcher formed a partnership, and together designed Language 1 education. We find contextual and the communicative conditions are important in the collaborative action research partnership. We use metaphors of facilitative actions--map, magnifying glass, mirror and compass--formulated by Wadsworth to analyze and describe the collaboration. We show that the participants had to come to terms with their roles and responsibilities and, through dialogue and reflection, evolved and learned to contribute to the collaborative action research partnership by sustaining dialogue and utilizing their unique expertise. (Contains 2 tables.)

This paper focuses on what and how primary science student teachers and their mentors learn from planning and reflecting together on each other's science lessons for pupils aged 7-9. The student teachers had had training in scientific knowledge, but only brief experience of teaching. The mentors were well experienced in the pedagogy of teaching and mentoring, but did not feel confident about their science content knowledge and the teaching of science. Throughout the process of teaching and reflecting together the student teachers and the mentors expressed several specific examples of their joint learning. (Contains 1 table.)

Research and teaching are supposed to be closely related in universities. Among academics the belief in a symbiotic relationship is strong. However, it is unclear what form this relationship can take. Several authors have presented categories and dimensions to clarify this relationship and the aim of this project was to contribute to this discussion by understanding what academics' ideal research-teaching nexus would look like. The ideal images of 30 academics were investigated using a mental visualisation assignment. Respondents were encouraged to describe in detail what for them the linkage between research and teaching would look like in the ideal situation. Five profiles of the research-teaching nexus could be distinguished: teach research results; make research known; show what it means to be a researcher; help to conduct research; and provide research experience. These profiles are related to dimensions proposed earlier in the literature on the research-teaching nexus. (Contains 2 tables and 2 figures.)

Universities are supposed to be institutes where research and teaching are closely related. To understand this relationship fully, it is necessary to learn how academics perceive these key components. Different conceptions among academics may stem from varying conceptions of knowledge. Thirty academics were interviewed by means of metaphors about their conceptions of research, teaching and knowledge. academics' conceptions of knowledge ranged from knowledge as facts in an external world to knowledge as a personal construction. Their conceptions of research ranged from research as disclosing patterns to research as creating patterns. Their conceptions of teaching ranged from teaching as knowledge transmission to teaching as encouraging critical thinking. Regarding the relationships between these conceptions, academics' conceptions of knowledge and research were shown to be closely linked, while their conceptions of teaching had a weaker association with their conceptions of knowledge and research. (Contains 6 tables.)

In science education students should come to understand the nature and significance of models. A promising strategy to achieve this goal is using authentic modelling practices as contexts for meaningful learning of models and modelling. An authentic practice is defined as professionals working with common motives and purposes, pertaining to a similar type of procedure and applying relevant knowledge on the modelling issue they work on. In this study we evaluate whether the use of authentic practices initiates adequate students' involvement. This was done by investigating students' interests, ownership, familiarity and complexity. In addition, we evaluated students' expressed modelling procedures in response to the modelling issues. We designed learning tasks which were enacted by a focus group of students. Three primary data sources were used to collect data. Firstly, a group discussion was organised in which students' reflected on both authentic practices. Secondly, students filled in written questionnaires containing items on affective and cognitive aspects. Thirdly, the realised modelling procedures by students were analysed. The results show that students' involvement was successfully initiated, evidenced by motivated students, willingness to continue and the completeness and quality of the realised modelling procedures. The design of the learning tasks proved to be successful in realising this involvement. The results obtained in this study support the strategy of using authentic modelling practices as contexts for meaningful learning of models and modelling.

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 the Netherlands. The storyline method was used to elicit the teachers' perceptions of their learning from experiences at work. The authors focused on three aspects of learning, namely, teachers' learning activities, courses of development, and changed competences. From the results, two qualitatively different ways of learning were identified. Type I represents a revolutionary course of development in a teacher's engagement in mainly individual activities in the working context. Type II symbolizes an evolutionary development in a teacher's participation in both individual and collaborative activities. Implications for professional development initiatives are discussed, as are suggestions for initial teacher education. (Contains 2 notes, 3 tables, and 2 figures.)

We report in this paper on a study of chemistry teachers' perceptions of their teaching in upper secondary schools in Sweden, regarding models of acids and bases, especially the Bronsted and the Arrhenius model. A questionnaire consisting of a Likert-type scale was developed, which focused on teachers' knowledge of different models, knowledge of students' difficulties, and use of textbooks in their teaching of acids and bases. The questionnaire was sent to 441 upper secondary schools in Sweden and a total of 281 teachers answered it; through a cluster analysis they were divided into three subgroups. From each subgroup, two teachers were interviewed in order to enrich the data. The results indicate that Swedish upper secondary chemistry teachers, on the whole, prefer to use the Bronsted model of acids and bases, and think that the Bronsted model is clear for students. However, in cluster one (47% of the teachers), teachers' knowledge of how the Bronsted model differs from the Arrhenius model was limited and varied. Teachers in clusters two (38%) and three (15%) were better aware of the differences between the Bronsted and older models, but only teachers in cluster three did explain the history of the development of knowledge about acids and bases in their teaching. The teachers in cluster two (like the teachers in cluster one) relied more on the content in the textbooks. There were, however, no differences between the three clusters in terms of knowledge of student difficulties. Implications for chemistry teaching and education, and for further research, are discussed. (Contains 4 tables.)

We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in a teacher training course on students' difficulties and the use of models in teaching acid-base chemistry, electrochemistry, and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1) students' difficulties in understanding acid-base chemistry and (2) models of acids and bases in their teaching practice. In the interviews, the teachers were asked to comment on authentic student responses collected in a previous study that included student interviews about their understanding of acids and bases. Further, the teachers drew story-lines representing their level of satisfaction with their acid-base teaching. The results show that, although all teachers recognised some of the students' difficulties as confusion between models, only a few chose to emphasise the different models of acids and bases. Most of the teachers thought it was sufficient to distinguish clearly between the phenomenological level and the particle level. The ways the teachers reflected on their teaching, in order to improve it, also differed. Some teachers reflected more on students' difficulties; others were more concerned about their own performance. Implications for chemistry (teacher) education are discussed.

In science education, students should come to understand the nature and significance of models. In the case of chemistry education it is argued that the present use of models is often not meaningful from the students' perspective. A strategy to overcome this problem is to use an authentic chemical modelling practice as a context for a curriculum unit. The theoretical framework for this strategy is activity theory rooted in socio-cultural theories on learning. An authentic chemical modelling practice is characterized by a set of motives for model development through a well-defined modelling procedure using only relevant issue knowledge. The aim of this study was to explore, analyse, and select authentic chemical modelling practices for use in chemistry education. The suitability of the practices was reviewed by applying a stepwise procedure focused on criteria such as students' interest and ownership, modelling procedure, issue knowledge, and feasibility of the laboratory work in the classroom. It was concluded that modelling drinking-water treatment and human exposure assessment are both suitable to serve as contexts, because both practices exhibit clear motives for model construction and the applied modelling procedures are in line with students' pre-existing procedural modelling knowledge. The issue knowledge involved is consistent with present Dutch science curriculum, and it is possible to carry out experimental work in the classroom for model calibration and validation. The method described here to select and evaluate practices for use as contexts in chemistry education can also be used in other science domains. (Contains 2 figures and 5 tables.)

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 the Universe", describing the PCK development in terms of relations between four different aspects: knowledge about instructional strategies; knowledge about students' understanding; knowledge about assessment of students; and knowledge about goals and objectives of the topic in the curriculum. Semi-structured interviews were conducted in three subsequent academic years. From the analysis of the data, two qualitatively different types of PCK emerged. Type A can be described as oriented towards model content, while Type B can be typified as oriented towards model content, model production, and thinking about the nature of models. The results also indicate that these two types of PCK developed in qualitatively different ways. (Contains 4 tables and 2 figures.)

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. (Contains 3 tables and 6 notes.)

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 nine experienced science teachers during the first years of the implementation of a new syllabus, which emphasizes models and modeling. Data collection consisted of the repeated administration of a Repertory Grid instrument. From the results, three different types of personal knowledge concerning teaching models and modeling in science were identified, each of which showed significant change over time. Type 1 combined modeling as an activity undertaken by students with the learning of specific model content. In Type 2, the learning of model content was combined with critical reflection on the role and nature of models in science. Finally, in Type 3, the learning of model content involved both students' production and revision of models, and a critical examination of the nature of scientific models in general. Implications for the teachers' professional development are discussed. (Contains 4 tables and 4 figures. Appended to this document is "The Rep Grid Procedure.") [Funding for this project and article was provided by Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NWO, The Netherlands).]

Teaching the use of models in scientific research requires a description, in general terms, of how scientists actually use models in their research activities. This paper aims to arrive at defining common characteristics of models that are used in present-day scientific research. Initially, a list of common features of models and modelling, based on the literature was compiled. Next, a questionnaire was developed, which consisted of 10 statements with which the common features of models were probed. A sample of 77 research papers from "hard science" journals was drawn. The questionnaire was sent to the first author of the selected articles. The useful response was 24 (31%). From an analysis of the results, it was concluded that the consulted scientists more or less agreed with the initial list of common features of models and modelling. However, some characteristics were perceived differently by the respondents, or formulated in different terms. This has led us to revise some of the features in our list. It is recommended that in science curricula and science text books, more attention should be paid to modern uses of models (e.g., in the context of computer simulation and technological design), and that aspects of the nature of models (e.g., the relation between model and target, and possible limitations of a model), which are underexposed in education, are addressed more explicitly. (Contains 3 tables.)

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 little experience in teaching a new subject, that is, Public Understanding of Science. We investigated three domains of teacher knowledge: Teachers' pedagogical content knowledge (PCK), subject-matter knowledge, and general pedagogical knowledge. A semi-structured interview and a questionnaire were used. From the analysis of the data, two types of teacher knowledge emerged. One of the types was more integrated and more extended in terms of PCK. Teachers who represented this type of knowledge had developed PCK that connected the various programme domains of the new science subject. In both types, PCK was found to be consistent with general pedagogical knowledge. In both types, however, subject-matter knowledge was similar, and not directly related to the other knowledge domains. Implications for the implementation of the new subject are discussed.

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 whole of the population of Dutch chemistry teachers (n = 966). The useful response was 348 (36%). Two distinct and independent belief structures were found, one in which a subject-matter oriented educational belief was combined with a curricular belief focusing on the teaching of the fundamental, theoretical concepts of chemistry, and another which combined a learner-centred educational belief with a curricular belief emphasising that chemical knowledge should be learned in relation to societal issues. Through cluster analysis, two subgroups of respondents were found whose beliefs were consistent with these two belief structures. However, it appeared that two other, larger subgroups of respondents combined elements of the two belief structures. Implications of these findings are discussed.

Teachers' perspectives in secondary and higher education have been investigated separately until now, probably owing to the differences expected between these two groups of teachers. In this study similarities and differences between secondary and university teachers' perspectives on self-regulated learning were investigated using semi-structured interviews. The purpose of this study was to improve our understanding of the problematic transition of students from secondary to higher education. Thirty-six secondary and university teachers from different disciplines were interviewed with the aim of describing the variety in their perspectives. Diverse metaphors about teaching and learning were presented to the teachers during the interviews, with the assumption that this would encourage explication of beliefs. A qualitative analysis of the interview protocols resulted in a codebook with six themes, each containing up to seven categories of description of the variation within each theme. The themes found in the analysis were goals, learning, characteristics of the learning process, students, regulation and instructional activities. All themes and most description categories were found in both groups of teachers. The differences found could be related to a focus on either the learner or the content. University teachers tend to be more focused on variety of content and secondary teachers more on variety between students. The results of this study can make both secondary and higher education teachers aware of their own and other teachers' perspectives and the possible influence on students' learning and adaptation in higher education, for instance on pre-service and in-service courses. (Contains 1 note, 10 tables, and 1 figure.)

Models play an important role in science education. However, previous research has revealed that science teachers' content knowledge, curricular knowledge, and pedagogical content knowledge on models and modelling are often incomplete or inadequate. From this perspective, a research project was designed which aimed at the development of beginning science teachers' knowledge in this domain. In this project, the Interconnected Model of Teacher Professional Growth [Clarke, D., & Hollingsworth, H. (2002). "Teaching and Teacher Education," 18(8), 947-967] was used as the basic framework for the establishment of the relationships between the different data gathered in characterising teachers' knowledge on models and modelling. In this paper, the whole framework of the research is presented, as is some evidence of how powerful this framework was in helping us to understand the development of the teachers' knowledge.

In this article, we describe the results of a study of the pedagogical content knowledge (PCK) of preservice chemistry teachers in the context of a postgraduate teacher education program. A group of preservice teachers (n = 12) took part in an experimental introductory course module about the use of particle models to help secondary school students understand the relationship between phenomena (e.g., properties of substances, physical and chemical processes) and corpuscular entities (e.g., atoms, molecules, ions). The module emphasized learning from teaching by connecting authentic teaching experiences with institutional workshops. Research data were obtained from answers to written assignments, transcripts of workshop discussions, and reflective lesson reports, written by the participants. The outcomes of the study revealed that, initially, all participants were able to describe specific learning difficulties, such as problems secondary school students have in relating the properties of substances to characteristics of the constituent particles. Also, at this stage, all preservice teachers acknowledged the potential importance of using models of molecules and atoms to promote secondary school students' understanding of the relationship between phenomena and corpuscular entities. After teaching, all preservice teachers demonstrated a deeper understanding of their students' problems with the use of particle models. In addition, about half of the participants had become more aware of the possibilities and limitations of using particle models in specific teaching situations. Through learning from teaching, the preservice teachers further developed their PCK of using particle models, although this development varied among preservice teachers studied.

In this paper, we present a case study of a beginning chemistry teacher who enrolled in a project aimed to contribute to the development of teachers' knowledge of models and modelling in science. The project consisted of a series of institutional meetings in combination with an action research project the teacher conducted in her own classes. By explaining how the project was conducted and mainly by focusing on the teacher's voice, her dynamic, continuous, and non-linear process of knowledge development is discussed in detail. We were able to investigate and describe this development in terms of various types of knowledge--content knowledge, curricular knowledge and pedagogical content knowledge--which were developed simultaneously. Among other results, it became clear how certain institutional activities led to specific choices in the teacher's action research project. For instance, although initially she was reluctant to conduct a modelling activity in her class, she decided to experiment with such an activity in her action research project. Subsequently, the responses of her students during the project convinced her of the value of this modelling activity and helped her to become aware of specific views of her students. Finally, it became evident that the whole experience made her very enthusiastic and stimulated her to formulate specific intentions with respect to the future, both in terms of applying certain teaching activities and in terms of collaborating with colleagues.

Models play an important role in science education. However, previous research has revealed that science teachers' content knowledge, curricular knowledge, and pedagogical content knowledge about models and modelling are often incomplete or inadequate. A research project was conducted that aimed at promoting and gaining an understanding of the development of beginning science teachers' knowledge in this area. The teachers, who were enrolled in a teacher's training programme, participated in a special course on models and modelling, and conducted a research project in their classes about this theme. The data gathered in this project support the discussion to the extent that both the activities of the course and the conducting of and reflection on their research projects contributed to the development of teachers' knowledge. From the results, we propose some guidelines for educational researchers interested in this area.

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 investigated using a questionnaire that focused on both content-related ideas about the chemistry curriculum and general educational beliefs. The questionnaire was administered to a sample of Dutch chemistry teachers (n = 966), with a response of 348 (36%). On the basis of factor analysis, two distinct and independent belief structures were found: (1) a belief that combines the curriculum emphasis Fundamental Chemistry with a subject-matter-oriented educational belief, and (2) a belief that combines the curriculum emphasis Chemistry, Technology and Society with a learner-centred educational belief. In a cluster analysis, it was found that most teachers (about three-quarters of the respondents) combined elements of the two belief structures. However, two relatively small subgroups were identified whose beliefs could be described in terms of one of these two belief structures. Implications for the innovation of the chemistry curriculum are discussed.

In chemical education, many secondary school students experience difficulties in understanding three mutual related meanings of topics, that is, the macroscopic meaning, the microscopic meaning, and the symbolic meaning. As a consequence, student teachers should be prepared carefully to learn how to teach this difficult issue. This article presents a naturalistic case study of the development of eight student teachers' pedagogical content knowledge (PCK) of the multiple meanings of chemistry topics. The student teachers (all M.Sc.) participated in a teacher education program of which the initial phase focused on learning from teaching instead of learning of teaching. They were asked individually to choose and teach a chemistry curriculum topic with a focus on the macro-micro-symbolic issue. Research data were obtained by interviewing the student teachers individually before and after the lessons. The outcomes indicated a development of student teachers' knowledge of teaching difficulties, for instance, too fast and mainly implicit reasoning between macro- and micro-meaning, and a dominant orientation towards the micro-meaning of topics. A development of knowledge of students' difficulties was also indicated, for instance, difficulties in understanding the macro- and micro-meaning of reaction equations. Implications for the follow-up phases of the program are presented.

Investigates the development of pedagogical content knowledge (PCK) within a group of preservice chemistry teachers. Focuses on PCK with respect to the relationship between observable phenomena on the one hand, and their interpretation in terms of corpuscular characteristics on the other. Results indicated a growing awareness among the preservice teachers concerning the need, in teaching situations, to explicitly relate the macro and micro levels to each other. (Author/MM)

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. (Contains 32 references.) (Author/YDS)

Background/Context: School leaders, teachers, and researchers are increasingly involved in collaborative research and development (R&D) projects in schools, which encourage crossing boundaries between the fields of school and research. It is not clear, however, what and how professionals in these projects learn through cross-professional collaboration. Purpose: The purpose of our study is to create a better understanding of the learning of boundary crossers who are involved in cross-professional collaboration in R&D projects. Research Design: In this multicase study, we analyzed data from interviews with school leaders, teachers, and researchers involved in 19 R&D projects in Dutch secondary schools. We interpreted boundary crossers' learning in terms of learning mechanisms (identification, reflection, coordination, and transformation) and related these learning mechanisms to different types of cross-professional collaboration. Findings: Three combinations of learning mechanisms were prevalent: identification and coordination, reflection and transformation, and transformation for school leaders, teachers, and researchers. Different types of collaboration appeared to evoke different learning mechanisms. Conclusions: Boundary crossers on R&D projects learn from the other professionals' tools and objectives and, in the case of transformation, integrate these in their own professional methods of working and aims. When transformation occurs school leaders and teachers develop a research attitude towards teaching and researchers incorporate contributing to educational improvement as an objective in their research. This is mainly the case in school- and researcher-directed types of cross-professional collaboration.

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 achieve lasting changes. (Contains 108 references.) (Author/YDS)

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)

Explores the use of the story-line method, in which teachers evaluate and clarify their own experiences and events in practice, through three studies involving 80 secondary school teachers. Findings show how the story-line method challenges teachers to select relevant experiences and events. (SLD)

Describes an empirical study concerning the introduction of the concept of chemical equilibrium in chemistry classrooms in a way which challenges students' initial conceptions of chemical reactions. Contains 23 references. (DDR)

Reviews various models and interpretations of mentoring, highlighting the explication of mentor teachers' practical knowledge as a contribution to student teachers' learning to teach. Relates research on mentoring to research on teacher knowledge. Opportunities for eliciting mentor teachers' practical knowledge are noted, and preconditions for student teachers' exploration of mentor teachers' practical knowledge are discussed. (Author/SM)

Relates the reasoning of students introduced to the concept of chemical equilibrium to the historical development of the concept. Concludes that the study of authentic historical sources may inspire the design of effective teaching activities. Contains 33 references. (DDR)

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)

The ability to read, understand, and interpret primary scientific literature is an essential skill for undergraduate students in science. This study aimed to provide a detailed understanding of how second- and third-year undergraduate students in a biochemistry and molecular biology major at the University of Melbourne in Australia feel about reading research articles and how often they are expected to do so. Teachers’ expectations of the students’ use of literature in their assessment tasks were compared with the experiences of students with their reading of the literature. There was a clear increase in the confidence and reported skills of third-year students, as well as an increase in the importance they see in reading the literature, compared with the second-year students. This increase was matched by much higher teacher expectations that students would read the literature for their assessment tasks. This expectation can be seen in the shift from a low proportion of relatively low-level literature “understand” interactions on Bloom’s revised taxonomy to a larger proportion of marks for higher-level “analyze.” A more guided approach with secondyear students would be beneficial. [ABSTRACT FROM AUTHOR]