Key factors in the reform of competence-based science teaching in Spain. A case study with secondary school teachers involved in a training programme focusing on context-based approach

References

• Avraamidou, L. 2014. “Studying Science Teacher Identity: Current Insights and Future Research Directions.” Studies in Science Education 50 (2): 145–179. doi:10.1080/03057267.2014.937171.
   Web of Science ®Google Scholar
• Barbour, R. 2013. Los grupos de discusión en investigación cualitativa. Madrid: Morata Editions.
   Google Scholar
• Blanco-López, A., and T. Lupión-Cobos. 2015. ”La Competencia Científica En Las Aulas. Nueve Propuestas Didácticas.” In The Scientific Competence in the Classroom. Nine Teaching Proposals. Spain: Andavira Editora. A Coruña.
   Google Scholar
• Coenders, F., C. Terlouw, S. Dijkstra, and J. Pieters. 2010. “The Effects of the Design and Development of A Chemistry Curriculum Reform on Teachers’ Professional Growth: A Case Study.” Journal of Science Teacher Education 21 (5): 535–557. doi:10.1007/s10972-010-9194-z.
   Google Scholar
• De Jong, O. 2015. “Chemistry Teachers as Stakeholders of a National Context-based Curriculum Reform Project. Lumat.” Research and Practice in Math, Science, and Technology Education 3: 258–268.
   Google Scholar
• Desimone, L. M. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher 38 (3): 181–199. doi:10.3102/0013189X08331140.
   Web of Science ®Google Scholar
• Dolfing, R., G. Prins, A. Bulte, A. Pilot, and J. Vermunt. 2021. “Strategies to Support Teachers’ Professional Development regarding Sense‐making in Context‐based Science Curricula.” Science Education 105 (1): 127–165. doi:10.1002/sce.21603.
   Web of Science ®Google Scholar
• Fischer, C., B. Fishman, C. Dede, A. Eisenkraft, K. Frumin, B. Foster, F. Lawrenz, A. J. Levy, and A. McCoy. 2018. “Investigating Relationships between School Context, Teacher Professional Development, Teaching Practices, and Student Achievement in Response to a Nationwide Science Reform.” Teaching and Teacher Education 72: 107–121. doi:10.1016/j.tate.2018.02.011.
   Web of Science ®Google Scholar
• Gilbert, J., A. Bulte, and A. Pilot. 2011. “Concept Development and Transfer in Context-based Science Education.” International Journal of Science Education 33 (11): 817–837. doi:10.1080/09500693.2010.493185.
   Web of Science ®Google Scholar
• Helms, J. V. 1998. “Science – And Me: Subject Matter and Identity in Secondary School Science Teachers.” Journal of Research in Science Teaching 35 (7): 811–834. doi:10.1002/(SICI)1098-2736(199809)35:7<811::AID-TEA9>3.0.CO;2-O.
   Web of Science ®Google Scholar
• Kim, M., A. L. Tan, and F. T. Talaue. 2013. “New Vision and Challenges in Inquiry-based Curriculum Change in Singapore.” International Journal of Science Education 35 (2): 289–311. doi:10.1080/09500693.2011.636844.
   Web of Science ®Google Scholar
• Leander, K. M., and M. D. Osborne. 2008. “Complex Positioning: Teachers as Agents of Curricular and Pedagogical Reform.” Journal of Curriculum Studies 40 (1): 23–46. doi:10.1080/00220270601089199.
   Web of Science ®Google Scholar
• Luehmann, A. L. 2007. “Identity Development as a Lens to Science Teacher Preparation.” Science Education 91 (5): 822–839. doi:10.1002/sce.20209.
   Web of Science ®Google Scholar
• Luft, J., and G. Roehrig. 2007. “Capturing Science Teachers’ Epistemological Beliefs: The Development of the Teacher Beliefs Interview.” Electronic Journal of Science Education 11 (2): 38–63.
   Google Scholar
• Lupión-Cobos, T., R. López-Castilla, and A. Blanco-López. 2017. “What Do Science Teachers Think About Developing Scientific Competences Through Context-Based Teaching? a Case Study.” International Journal of Science Education 39 (7): 937–963. doi:10.1080/09500693.2017.1310412.
   Web of Science ®Google Scholar
• Manz, E., and E. Suárez. 2018. “Supporting Teachers to Negotiate Uncertainty for Science, Students, and Teaching.” Science Education 102 (4): 771–795. doi:10.1002/sce.21343.
   Web of Science ®Google Scholar
• Mateos-Jiménez, A., B. García-Fernández, and M.T. Bejarano-Franco. 2016. “How Spanish Science Teachers Perceive the Introduction of Competence-based Science Teaching.” Journal of Baltic Science Education 15 (3): 371–381. doi:10.33225/jbse/16.15.371.
   Web of Science ®Google Scholar
• Ministry of Education, Culture and Sports. 2013. Ley Orgánica 8/2013, de 9 de Diciembre, Para la Mejora de la Calidad Educativa [Law 8/2013, of 9 December, on Improving Quality in Education]. BOE. 295. 10 December 2013. Madrid, Spain.
   Google Scholar
• Ministry of Education, Culture and Sports. 2015. Orden ECD/65/2015, de 21 de Enero, Por la Que Se Describen Las Relaciones Entre Las Competencias, Los Contenidos Y Los Criterios de Evaluación de la Educación Primaria, la Educación Secundaria Obligatoria Y El Bachillerato [Order ECD/65/2015, of January 21, Which Describes the Relationships between the Competences, Content and Evaluation Criteria of Primary Education, Compulsory Secondary Education and High School]. BOE n° 25 de 29 de enero de 2015. Madrid, Spain.
   Google Scholar
• Overman, M., J. D. Vermunt, P. C. Meijer, and M. Brekelmans. 2019. “Teacher-student Negotiations during Context-based Chemistry Reform: A Case Study.” Journal of Research in Science Teaching 56 (6): 797–820. doi:10.1002/tea.21528.
   Web of Science ®Google Scholar
• Pedretti, E. G., L. Bencze, H. Hewitt, L. Romkey, and A. Jivraj. 2008. “Promoting Issues-based STSE Perspectives in Science Teacher Education: Problems of Identity and Ideology.” Science and Education 17 (8–9): 941–960. doi:10.1007/s11191-006-9060-8.
   Google Scholar
• Rigano, D., and S. Ritchie. 2003. “Implementing Change within a School Science Department: Progressive and Dissonant Voices.” Research in Science Education 33 (3): 299–317. doi:10.1023/A:1025483130881.
   Web of Science ®Google Scholar
• Ryder, J. 2015. “Being Professional: Accountability and Authority in Teachers’ Responses to Science Curriculum Reform.” Studies in Science Education 51 (1): 87–120. doi:10.1080/03057267.2014.1001629.
   Web of Science ®Google Scholar
• Ryder J., M. Lidar, E. Lundqvist, and L. Östman. 2018. “Expressions of Agency within Complex Policy Structures: Science Teachers’ Experiences of Education Policy Reforms in Sweden.” International Journal of Science Education 40 (5): 538–563. doi:10.1080/09500693.2018.1435921.
   Web of Science ®Google Scholar
• Saka, Y., S. A. Southerland, J. Kittleson, and T. Hutner. 2013. “Understanding the Induction of a Science Teacher: The Interaction of Identity and Context.” Research in Science Education 43 (3): 1221–1244. doi:10.1007/s11165-012-9310-5.
   Web of Science ®Google Scholar
• Shawer, S. 2017. “Teacher-driven Curriculum Development at the Classroom Level: Implications for Curriculum, Pedagogy and Teacher Training.” Teaching and Teacher Education 63: 296–313. doi:10.1016/j.tate.2016.12.017.
   Web of Science ®Google Scholar
• Vázquez, B., R. Jiménez, and V. Mellado. 2007. “La reflexión en profesoras de ciencias experimentales de enseñanza secundaria. Estudio de casos.” Enseñanza de las ciencias: revista de investigación y experiencias didácticas 25 (1): 73–90.
   Google Scholar
• Wallace, C. S., and M. Priestley. 2011. “Teacher Beliefs and the Mediation of Curriculum Innovation in Scotland: A Socio-cultural Perspective on Professional Development and Change.” Journal of Curriculum Studies 43 (3): 357–381. doi:10.1080/00220272.2011.563447.
   Web of Science ®Google Scholar
• Wilson, F., S. Evans, and S. Old. 2015. “Context-led Science Courses: A Review.” Research Matters: A Cambridge Assessment Publication 19: 7–13.
   Google Scholar