Teacher-Student Negotiations During Context-Based Chemistry Renewals: A Case Study

• In Event: Poster Session 6
  In Poster Session: Curriculum and Instruction in the Science Classroom

Abstract

Teachers who participate in context-based educational reforms for the subject chemistry are expected to bring about change in daily classroom practice (King, 2012, Osborne, 2007). During reform, change takes place in teacher-student dialogues. One way of getting into dialogue is by means of ‘negotiations’ (Frelin & Grannäs, 2010). In this study, these negotiations are put central. We followed two teachers in their first year of implementing a context-based chemistry curriculum in secondary school. Consequently, we focus on what type of negotiations the two teachers engaged in with their students. With this study, we want to stress the importance to take the interactional nature of curriculum change into account when developing the curriculum.

Authors

• Michelle Overman, Saxion University of Applied Sciences

• Paulien C. Meijer, Radboud University Nijmegen

• Jan Vermunt, University of Cambridge

• Mieke Brekelmans, Utrecht University