Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives

References

• Bakkenes, I., Vermunt, J. D., & Wubbels, Th. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533–548. doi: 10.1016/j.learninstruc.2009.09.001
   Web of Science ®Google Scholar
• Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is—Or might be—The role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–8, 14.
   Google Scholar
• Barker, V., & Millar, R. (2000). Students’ reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 22(11), 1171–1200. doi: 10.1080/09500690050166742
   Web of Science ®Google Scholar
• Bennett, J., Gräsel, C., Parchmann, I., & Waddington, D. (2005). Context-based and conventional approaches to teaching chemistry: Comparing teachers’ views. International Journal of Science Education, 27(13), 1521–1547. doi: 10.1080/09500690500153808
   Web of Science ®Google Scholar
• Bennett, J., & Holman, J. (2002). Context-based approaches to the teaching of chemistry: What are they and what are their effects. In J. K. Gilbert, O. de Jong, R. Justi, D. F. Treagust, and J. H. van Driel (Eds.), Chemical education: Towards a research-based practice (pp. 165–184). Dordrecht: Kluwer Academic Publishers.
   Google Scholar
• Bennett, J., Hogarth, S., Lubben, F. (2003). A systematic review of the effects of context-based and Science-Technology-Society (STS) approaches in the teaching of secondary science: Review summary. University of York, UK. Retrieved January 23, 2014, from https://www.york.ac.uk/media/educationalstudies/documents/research/SciTTA1a.pdf
   Google Scholar
• Brekelmans, M., Mainhard, T., Den Brok, P., & Wubbels, Th. (2011). Teacher control and affiliation: Do students and teachers agree? Journal of Classroom Interaction, 46(1), 7–26.
   Google Scholar
• Brekelmans, M., Sleegers, P., & Fraser, B. (2002). Teaching for active learning. In R. J. Simons, J. van der Linden, & T. Duffy (Eds.), New learning (pp. 227–242). Dordrecht: Kluwer Academic Publishers.
   Google Scholar
• Bulte, A. M. W., Westbroek, H. B., de Jong, O., & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts. International Journal of Science Education, 28(9), 1063–1086. doi: 10.1080/09500690600702520
   Web of Science ®Google Scholar
• Campbell, J., Smith, D., Boulton-Lewis, G., Brownlee, J., Burnett, P. C., Carrington, S., et al. (2001). Students’ perception of teaching and learning: The influence of students’ approaches to learning and teachers’ approaches to teaching. Teachers and Teaching, 7(2), 173–187. doi: 10.1080/13540600120054964
   Google Scholar
• Cornelius-White, J. (2007). Learner-centered teacher–student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143. doi: 10.3102/003465430298563
   Web of Science ®Google Scholar
• Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan, 92(6), 81–92.
   Web of Science ®Google Scholar
• De Jong, O. (2008). Context-based chemical education: How to improve it? Chemical Education International, 8(1), 1–7. Retrieved from http://old.iupac.org/publications/cei/vol8/index.html
   Google Scholar
• Den Brok, P., Bergen, T., Stahl, R. J., & Brekelmans, M. (2004). Students’ perceptions of teacher control behaviours. Learning and Instruction, 14(4), 425–433. doi: 10.1016/j.learninstruc.2004.01.004
   Web of Science ®Google Scholar
• Dolfing, R., Bulte, A. M. W., Pilot, A., & Vermunt, J. D. (2011). Domain-specific expertise of chemistry teachers on context-based education about macro–micro thinking in structure–property relations. Research in Science Education, 42(3), 567–588. doi: 10.1007/s11165-011-9211-z
   Web of Science ®Google Scholar
• Evans, C., & Kozhevnikova, M. (2011). Styles of practice: How learning is affected by students’ and teachers’ perceptions and beliefs, conceptions and approaches to learning. Research Papers in Education, 26(2), 133–148. doi: 10.1080/02671522.2011.561973
   Web of Science ®Google Scholar
• Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Fullan, M. (2007). The new meaning of educational change. New York: Teachers College Press.
   Google Scholar
• Gilbert, J. K., Bulte, A. M. W., & Pilot, A. (2011). Concept development and transfer in context-based science education. International Journal of Science Education, 33(6), 817–837. doi: 10.1080/09500693.2010.493185
   Web of Science ®Google Scholar
• Glaser, R. (1991). The maturing of the relationship between the science of learning and cognition and educational practice. Learning and Instruction, 1(2), 129–144. doi: 10.1016/0959-4752(91)90023-2
   Google Scholar
• Goodlad, J. I., Klein, F., & Tye, K. A. (1979). The domains of curriculum and their study. In J. I. Goodlad & Associates (Eds.), Curriculum inquiry: The study of curriculum practice (pp. 43–76). New York: McGraw-Hill.
   Google Scholar
• Gurtman, M. B. (2010). Circular reasoning about circular assessment. In L. M. Horowitz & S. Strack (Eds.), Handbook of interpersonal psychology: Theory, research, assessment, and therapeutic interventions (pp. 299–312). Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–854. doi: 10.1016/S0742-051X(98)00025-0
   Web of Science ®Google Scholar
• Hox, J. J. (1998). Multilevel modeling: When and why? In I. Balderjahn, R. Mathar, & M. Schader (Eds.), Classification, data analysis, and data highways (pp. 147–154). New York: Springer Verlag.
   Google Scholar
• Hox, J. J. (2002). Multilevel analysis. Techniques and applications. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Hox, J. J., & Maas, C. J. M. (2005). Multilevel analysis. In K. Kempf-Leonard (Ed.), Encyclopedia of social measurement (pp. 785–793). San Diego, CA: Academic Press.
   Google Scholar
• Kim, H., Fisher, D., & Fraser, B. (2000). Classroom environment and teacher interpersonal behaviour in secondary science classes in Korea. Evaluation and Research in Education, 14(1), 3–22. doi: 10.1080/09500790008666958
   Google Scholar
• King, D. (2012). New perspectives on context-based teaching: Using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51–87. doi: 10.1080/03057267.2012.655037
   Web of Science ®Google Scholar
• Konings, K. D., Brand-Gruwel, S., van Merrienboer, J. J. G., & Broers, N. J. (2008). Does a new learning environment come up to students’ expectations? A longitudinal study. Journal of Educational Psychology, 100(3), 535–548. doi: 10.1037/0022-0663.100.3.535
   Web of Science ®Google Scholar
• Levy, J., Den Brok, P., Wubbels, Th., & Brekelmans, M. (2003). Students’ perceptions of interpersonal aspects of the learning environment. Learning Environments Research, 6(1), 5–36. doi: 10.1023/A:1022967927037
   Google Scholar
• Lindblom-Ylänne, S., Trigwell, K., Nevgi, A., & Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285–298. doi: 10.1080/03075070600680539
   Web of Science ®Google Scholar
• Lüdtke, O., Robitzsch, A., Trautwein, U., & Kunter, M. (2009). Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling. Contemporary Educational Psychology, 34(2), 120–131. doi: 10.1016/j.cedpsych.2008.12.001
   Web of Science ®Google Scholar
• Luke, D. A. (2004). Multilevel modeling. Thousand Oakes, CA: Sage Publications.
   Google Scholar
• Luke, D. A. (2005). Getting the big picture in community science: Methods that capture context. American Journal of Community Psychology, 35(3–4), 185–200. doi: 10.1007/s10464-005-3397-z
   PubMed Web of Science ®Google Scholar
• Maas, C., & Hox, M. (2005). Sufficient sample sizes for multilevel modeling. Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, 1(3), 86–92.
   Google Scholar
• McComas, W., Almazroa, H., & Clough, M. P. (1998). The nature of science in science education. Science and Education, 7, 511–532. doi: 10.1023/A:1008642510402
   Google Scholar
• Nolen, S. B. (2003). Learning environment, motivation, and achievement in high school science. Journal of Research in Science Teaching, 40(4), 347–368. doi: 10.1002/tea.10080
   Web of Science ®Google Scholar
• Palinscar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345–375. doi: 10.1146/annurev.psych.49.1.345
   PubMed Web of Science ®Google Scholar
• Parchmann, I., Gräsel, C., Baer, A., Nentwig, P., Demuth, R., Ralle, B., et al. (2006). ‘Chemie im Kontext’: A symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, 28(9), 1041–1062. doi: 10.1080/09500690600702512
   Web of Science ®Google Scholar
• Pedersen, S., & Liu, M. (2003). Teachers’ beliefs about issues in the implementation of a student-centered learning environment. Educational Technology Research and Development, 51(2), 57–76. doi: 10.1007/BF02504526
   Web of Science ®Google Scholar
• Peugh, J. L. (2010). A practical guide to multilevel modeling. Journal of School Psychology, 48(1), 85–112. doi: 10.1016/j.jsp.2009.09.002
   PubMed Web of Science ®Google Scholar
• Pintrich, P. R. (1994). Continuities and discontinuities: Future directions for research in educational psychology. Educational Psychologist, 29(3), 137–148. doi: 10.1207/s15326985ep2903_3
   Web of Science ®Google Scholar
• Roberts, D. A. (1988). What counts as science education? In P. J. Fensham (Ed.), Development and dilemmas in science education (pp. 27–540). London: Palmer Press.
   Google Scholar
• Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44(7), 883–907. doi: 10.1002/tea.20180
   Web of Science ®Google Scholar
• Schneider, R. M., Krajcik, J., & Blumenfeld, P. (2005). Enacting reform-based science materials: The range of teacher enactments in reform classrooms. Journal of Research in Science Teaching, 42(3), 283–312. doi: 10.1002/tea.20055
   Web of Science ®Google Scholar
• Shuell, T. J. (1996). Teaching and learning in a classroom context. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 726–764). New York: Simon & Schuster Macmillan.
   Google Scholar
• Telli, S., Den Brok, P., & Cakiroglu, J. (2010). The importance of teacher–student interpersonal relationships for Turkish students’ attitudes towards science. Research in Science & Technological Education, 28(3), 261–276. doi: 10.1080/02635143.2010.501750
   Web of Science ®Google Scholar
• Tobin, K., Tippins, D. J., & Hook, K. S. (1994). Referents for changing a science curriculum: A case study of one teachers change in beliefs. Science & Education, 3(3), 245–264. doi: 10.1007/BF00540156
   Google Scholar
• Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37(1), 57–70. doi: 10.1023/A:1003548313194
   Web of Science ®Google Scholar
• Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
   Google Scholar
• Van Berkel, B. (2001). To escape from and to escape to. Utrecht: Centre for Science and Mathematics Education.
   Google Scholar
• Van Berkel, T., & De Gruijter, J. (2010). Contexten in de blauwe leerlijn voor havo en vwo [Contexts included in the curriculum Blauwe Leerlijn]. NVOX, 4, 162–164.
   Google Scholar
• Van den Akker, J. J. H. (2003). Curriculum perspectives: An introduction. In J. van den Akker, W. Kuiper, & U. Hameyer (Eds.), Curriculum landscape and trends (pp. 1–10). Dordrecht: Kluwer Academic Publishers.
   Google Scholar
• Van Driel, J. H., Bulte, A. M. W., & Verloop, N. (2005). The conceptions of chemistry teachers about teaching and learning in the context of a curriculum innovation. International Journal of Science Education, 27(3), 302–322. doi: 10.1080/09500690412331314487
   Web of Science ®Google Scholar
• Van Driel, J. H., Bulte, A. M. W., & Verloop, N. (2008). Using the curriculum emphasis concept to investigate teachers’ curricular beliefs in the context of educational reform. Journal of Curriculum Studies, 40(1), 107–122. doi: 10.1080/00220270601078259
   Web of Science ®Google Scholar
• Van Rossum, J., & De Gruijter, J. (2010). Contexten in de Groene Leerlijn voor Havo Scheikunde. NVOX, 3, 104–106.
   Google Scholar
• Van Tartwijk, J., Brekelmans, M., Wubbels, Th., Fisher, D. L., & Fraser, B. J. (1998). Students perceptions of teacher interpersonal style: The front of the classroom as the teacher's stage. Teaching and Teacher Education, 14, 607–617. doi: 10.1016/S0742-051X(98)00011-0
   Web of Science ®Google Scholar
• Vermunt, J. D., Bouhuijs, P. A. J., & Picarelli, A. (2003). Vragenlijst Leerstijlen voor het Voortgezet Onderwijs (VLS-VO) [Inventory of Learning Styles for Secondary Education (ILS-SE)]. Maastricht University, The Netherlands: Expertise Center Active Learning.
   Google Scholar
• Vermunt, J. D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9(3), 257–280. doi: 10.1016/S0959-4752(98)00028-0
   Web of Science ®Google Scholar
• Voerman, L., Meijer, P. C., Korthagen, F. A. J., & Simons, R. J. (in press). Teachers learning to provide learning enhancing feedback: A pluriform professionalization trajectory. Teachers and Teaching: Theory and Practice.
   Google Scholar
• Wubbels, T., & Brekelmans, M. (1997). A comparison of student perceptions of Dutch physics teachers’ interpersonal behavior and their educational opinions in 1984 and 1993. Journal of Research in Science Teaching, 34(5), 447–466. doi: 10.1002/(SICI)1098-2736(199705)34:5<447::AID-TEA3>3.0.CO;2-Q
   Web of Science ®Google Scholar
• Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher–student relationships in class. International Journal of Educational Research, 43(1–2), 6–24.
   Google Scholar
• Wubbels, T., Brekelmans, M., den Brok, P., & van Tartwijk, J. (2006). An interpersonal perspective on classroom management in secondary classrooms in the Netherlands. In C. Evertson & C. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1161–1191). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Wubbels, Th., Créton, H. A., & Hooymayers, H. P. (1985). Discipline problems of beginning teachers, interactional teacher behavior mapped out. Abstracted in Resources in Education, 20, 12, p. 153 (ERIC document 260040).
   Google Scholar