Bringing design practices to chemistry classrooms

Bringing design practices to chemistry classrooms: studying teachers’ pedagogical ideas in the context of a professional learning community

Stammes, J.K. (TU Delft Science Education and Communication)
Henze, Ineke (TU Delft Science Education and Communication)
Barendsen, E. (Radboud Universiteit Nijmegen; Open University of the Netherlands)
de Vries, M.J. (TU Delft Science Education and Communication; TU Delft Ethics & Philosophy of Technology)

2020

Bringing design practices to chemistry education is gaining interest with recent science curriculum reforms emphasising design, and calls for integrated STEM education. Design is a central practice in the chemistry discipline, and could foster meaningful chemistry education. Although chemistry teachers are key in bringing design to chemistry classrooms, and in realising design’s potential for learning, little is known about their views on teaching and learning regarding design. To reduce this gap in literature, we explored chemistry teachers’ pedagogical ideas in the context of a Dutch professional learning community on design in chemistry education. We elicited teachers’ ideas through semi-structured interviews and lesson forms which teachers kept while implementing a design project. Multiple patterns emerged through analysing teachers’ ideas. We found that the teachers did not see teaching design as a goal of chemistry education. Instead, teachers valued design as a teaching approach to engage students in applying chemistry concepts, in developing soft skills, and in applying or developing research practices. In this paper, we present more patterns in teachers’ ideas, and discuss possible explanations of these findings in depth. Finally, we give suggestions for future research, and teacher professional development that may help support a change to bring design into chemistry education.

chemistry education
Design
professional learning community
qualitative research
teacher views

http://resolver.tudelft.nl/uuid:4dea6221-d2ee-498e-8f5d-01144f37cf7c

https://doi.org/10.1080/09500693.2020.1717015

0950-0693

International Journal of Science Education, 42 (4), 526-546

Institutional Repository

journal article

© 2020 J.K. Stammes, Ineke Henze, E. Barendsen, M.J. de Vries