1,721,037 research outputs found
Professionele Leergemeenschap Tussenrapportage 2017
No full textRapportage over de professionele leergemeenschap interdisciplinaritei
Simulaties werken, meestal
No full textLesgeven met simulaties werkt, blijkt uit onderzoek. Maar werkt het ook in jouw klas en wanneer wel en niet? Daarvoor moet je meer weten over de context
Tussen zand en berg
No full textDenken kun je zien als een samenspel tussen brein, lichaam en omgeving. Maar hoe stimuleer je dat samenspel met ict-toepassingen die immers vaak weinig lichamelijke inspanning vragen
Een open uitvoeringsvariant van het Ioniserende Stralen Practicum
No full textIn 2012 bestaat het Ioniserende Stralen Practicum (ISP) veertig jaar. In die lange periode is het karakter van de experimenten met radioactieve bronnen en röntgentoestellen nauwelijks veranderd. Dat zal ook wel zo blijven. Maar er kan nu ook – voorlopig nog in beperkte mate – gekozen worden voor een nieuwe uitvoeringsvariant met een meer open aanpak van de vertrouwde experimenten
Computer simulaties in de science vakken: Lesgeven en leren op een onderzoekende manier
No full textComputersimulaties zijn vrij beschikbaar op het internet. Het is eenvoudig om deze in te zetten tijdens de les als er een digibord aanwezig is. Uit studies, zoals TIMMS (2012), blijkt dat de meeste natuurkundedocenten dit ook doen. De inzet van simulaties kan leerresultaten verbeteren, vooral als voorbereiding op practica (Rutten, van Joolingen, & van der Veen, 2012). Onderzoek naar leereffecten blijkt vooral gericht te zijn op individueel leren of leren in kleine groepjes. Klassikaal lesgeven met computersimulaties blijkt echter minder onderzocht te zijn. Die context biedt een docent juist extra mogelijkheden om het proces van onderzoekend leren te ondersteunen
Strenghtening local curricular capacity in international development cooperation
No full textMany curriculum development interventions carried out in international development cooperation lack sustainable outcomes, often as a result of a too narrow focus on curriculum and its development. Implementation of effective and encompassing approaches with an aligned focus on capacity development still seem rather limited.This educational design research aims to develop an approach that promotes strengthening curricular capacity of local partners. It deliberately places curricular capacity development at centre stage, considering it to be conditional for the development and implementation of quality curricula, and investigates which design principles should be underlying such an approach. The research is divided into two subsequent stages. The first stage comprises an exploration of theory and practice associated with the key concepts for this study: international development cooperation and capacity strengthening in relation to curriculum development in such international contexts. Through a literature review and an exploration of contemporary educational and curriculum practice, a number of design principles were identified. Together they form the foundational pillars for the proposed curricular capacity development approach. Subsequently, the approach is operationalized through the framework for systemic collaborative curriculum development, consisting of five fundamental and interrelated pillars that each come with a set of corresponding heuristics. This conceptual framework is designed as a practical tool to carry out the proposed approach, and is validated during the second stage of the research in three case studies in Africa and the Caribbean, to further assess practical relevance and consistency, and to measure to what extent the approach and framework may be practical and effective. This research has provided a conceptual framework as elaboration of the proposed approach, based on validated design principles regarding capacity levels; partnerships through dialogue; ownership and harmonisation; collaborative learning; and strategic thinking and action. The design principles are aimed at strengthening local capacity, and taken together form the paradigm behind the approach and the framework. The outcomes of the case studies indicate that the framework is a relevant, consistent and – at the scale it was tested – a practical instrument to design and develop curriculum interventions with a strong focus on capacity strengthening, and for analysing and optimising such interventions. The research suggests that the more coherent the framework is applied, the more positive the outcomes appear to be. It shows how adoption of a more sustainable approach to curriculum development that considers strengthening capacity to be a precondition for the development of quality curriculum materials, could lead to more successful and sustainable outputs. As this instrument has only been applied in the limited number of contexts this research covered, caution should be observed related to statements about practical usability and potential effectiveness on a larger scale. It is nevertheless anticipated that the framework could be used by change-supporting agents and their partners as a guiding tool, and may contribute to increased sustainability of output and outcomes, leading to enhancement of education
Context-Based Science Curriculum Projects
No full textSince the early 1970s, several science courses have been developed which could be labelled “context-based.” In some areas of the world, these courses are named Science-Technology-Society (STS). The aims of such courses are usually to make science more relevant to students by linking science to contexts in personal life, local and global situations, and/or practices in science and technology. The course developers expect that this approach is motivating for students due to its focus on familiarity and relevance. Furthermore it might help students to be able to apply scientific knowledge and skills in real-life situations, such as is expected in the OECD Frameworks for Scientific Literacy of the Programme for International Student Assessment (PISA). In practice a large variety of approaches have been developed, from a short series of lessons to full curricula, with aims which range from simply motivating students to preparing them for decision making or social action. In some cases materials are monodisciplinary, linking specific science concepts to contexts; in other cases units deal with complex socio-scientific issues (SSI) from areas such as health, climate, and environment. Some projects have remained local, while others have extended to whole countries or have even been adapted across the world. Most context-based science teaching materials are aimed at students in the age group 12–18. Some efforts have also been made to develop teaching materials for primary and undergraduate education. Independent research on the effects of the context-based approaches has been limited. Direct comparison of regular and context-based approaches is difficult as aims are partly overlapping and partly different. Available review findings indicate that context-based approaches tend to result in improvement of attitudes to science and to higher quality reasoning and reflective judgments; the understanding of scientific ideas developed seems comparable to that of conventional approaches
Curriculum policy implications of the PISA scientific literacy framework
No full textSince 2000 the PISA-programme of the OECD assesses knowledge, skills and attitudes in the areas of reading, mathematics and science, areas which are seen as very important for the development of knowledge societies. Youngsters of age 15 in more than sixty countries are involved. The test items are based on three frameworks, not based on common curriculum standards but on knowledge requirements for future life. The PISA Scientific Literacy Framework deals with three competencies which are based on attitudes, contexts and knowledge, not only on science but also about science, i.e. procedural and epistemic aspects on which the work of scientists is based. The PISA-results are taken increasingly serious by media, ministers and members of parliament, resulting in visits to high ranking countries and quick measures, not always appreciated by teachers. In this paper it is argued that results should be interpreted with care and comments on interpretation of the results are given. Examples of implications for educational policy in various countries are shown. In view of the revised SL Framework (2015) recommendations are given for future international curriculum development
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