Science Teachers' Views of Creating and Teaching Big Ideas of Science Education: Experiences from Chile

Autor/inn/en	Bravo González, Paulina; Reiss, Michael J.
Titel	Science Teachers' Views of Creating and Teaching Big Ideas of Science Education: Experiences from Chile
Quelle	In: Research in Science & Technological Education, 41 (2023) 2, S.523-543 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bravo González, Paulina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2021.1919868
Schlagwörter	Foreign Countries; Science Teachers; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Science Education; Science Instruction; Teaching Methods; Scientific Concepts; Science Curriculum; Scientific Principles; Faculty Development; Curriculum Development; Chile + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Background: There is a growing view that 'Big Ideas of science education' are useful for teaching science but there is not much knowledge of how teachers work with them. Purpose: This study explores the conceptualisation and practice of the use of Big Ideas of science education by primary and secondary teachers in Chile. Sample: A total of 63 science teachers (a purposive sample) from pre-school, primary and secondary education in Valparaíso Region in Chile participated in the study, with 38 of them answering all the questions in the research instrument and 25 answering some of them. Design and methods: The research instrument was a questionnaire with open-ended questions. Results: The use of Big Ideas was seen as the 'natural way' to teach science, mostly related to the students' daily lives. Many of the teachers had their own understanding of Big Ideas. They were very positive about Big Ideas, seeing them as a possible way of connecting with the daily lives of students and facilitating progression in students' learning of science. The teachers also saw Big Ideas as enabling students to work collaboratively and make links between different parts of the curriculum, helping them to understand how science works, and preferable to having to teach an overloaded science curriculum that lacks such an organising framework. Conclusion: The teachers were more interested in their own creation and development of Big Ideas rather than simply adopting the existing, official published framework and adhering to what is said in the Chilean curriculum regarding the approach of Big Ideas. These results indicate the need to explore in-depth such varied conceptualisations of schoolteachers regarding the approach of Big Ideas. In turn, this can offer empirical insights into the way Big Ideas are treated in policy documents in Chile and elsewhere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01