Additionally, data was collected about teachers` general educational beliefs (Denessen, 1999). ![]() The distinction between the different curriculum emphases was researched using a German translation of a questionnaire developed by Van Driel, Bulte and Verloop (2005). ![]() (FC), 2) Chemistry, Technology and Society (CTS) and 3) Knowledge Development in Chemistry (KDC). Van Berkel refined three different curriculum emphases from Roberts’ theory: 1) Fundamenta Chemistry. The theoretical framework for the main part of the study was derived from Roberts’ Concept of Curriculum Emphases (Roberts, 1982) as interpreted by Van Berkel (2005). This study examines the teaching-oriented beliefs of 1142 randomly-selected Chemistry teachers at the secondary level in Germany.
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