Science Teachers’ Knowledge Development: (23/8 Cultural and Historical Perspectives on Science Education: Distinguished Contributors)

In this volume, Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science. Using a selection of ten of his best publications, van Driel explains his journey from a chemistry teacher to an international leader in research in science education. He highlights collaborative projects with colleagues and students that have contributed to a better understanding of the nature of science teachers’ professional knowledge and how it develops in the context of teacher education and reforms of science education. He discusses the impact of this research on the international research community, and on the practice and policy of science education.

Table of Contents:
Preface List of Figures and Tables About the Author 1 Developing Science Teachers’ Pedagogical Content Knowledge  1 Why I Conducted the Study  2 Context  3 Impact and Follow Up  Developing Science Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Nico Verloop and Wobbe de Vos (reprinted article) 2 Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge  1 How this Article Came About  2 Content and Context  3 Impact and Follow Up  Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge, by Jan H. van Driel, Douwe Beijaard and Nico Verloop (reprinted article) 3 Teacher Knowledge and the Knowledge Base of Teaching  1 How This Article Came About  2 What the Article Is About  3 Impact and Follow Up  Teacher Knowledge and the Knowledge Base of Teaching, by Nico Verloop, Jan van Driel and Paulien Meijer (reprinted article) 4 Teachers’ Knowledge of Models and Modelling in Science  1 Why I Conducted the Study  2 Context  3 Reflection and Follow Up  Teachers’ Knowledge of Models and Modelling in Science, by Jan H. van Driel and Nico Verloop (reprinted article) 5 Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe  1 How the Study Came About  2 How the Study Was Conducted …  3 … And What Was Found  4 Reflection and Follow Up  Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe, by Ineke Henze, by Jan H. van Driel and Nico Verloop (reprinted article) 6 The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge  1 How the Study Came About  2 Reflection and Follow Up  3 Next Steps  The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Onno De Jong and Nico Verloop (reprinted article) 7 The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation  1 How the Study Came About  2 Impact and Follow Up  The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation, by Jan H. van Driel, Astrid M. W. Bulte and Nico Verloop (reprinted article) 8 Taking a Closer Look at Science Teaching Orientations  1 How the Article Came About  2 What the Article Is About  3 Impact and Follow Up  Taking a Closer Look at Science Teaching Orientations, by Patrica Friedrichsen, Jan H. van Driel and Sandra K. Abell (reprinted article) 9 Professional Learning of Science Teachers  1 How the Chapter Came About  2 Follow Up  Professional Learning of Science Teachers, by Jan H. van Driel (reprinted article) 10 Attention to Intentions: How to Stimulate Strong Intentions to Change  1 How the Article Came About  2 What Is the Article About  3 Follow Up  Attention to Intentions – How to Stimulate Strong Intentions to Change, by M. Dam, F. J. J. M. Janssen and J. H. van Driel (reprinted article) Reflection Index

About the Author :
Jan van Driel is a Professor of Science Education at the University of Melbourne. He has published seminal papers on Pedagogical Content Knowledge and is one of the world’s most cited authors in research on teacher knowledge and teacher learning.