Jules M. Pieters

The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers’ Professional Growth: A Case Study

A curriculum innovation requires new learning material for students and a preparation program for teachers, in which teacher learning is a key ingredient. In this paper we describe how three experienced teachers, involved in the development and subsequent classroom enactment of student learning material for context-based chemistry education, professionalized. For data collection a questionnaire, three interviews and discussion transcripts were used. Our results show that: (a) teachers, cooperating in a network under supervision of an expert, can develop innovative learning material; (b) the development of learning material can be seen as a powerful program to prepare teachers for an innovation; and (c) teachers’ knowledge increased in all five pedagogical content knowledge domains during the development and class enactment phases.

Investigating how secondary school students learn to solve correlational problems: quantitative and qualitative discourse approaches to the development of self-regulation

In this study we examined the transition from other to self-regulation by drawing on Vygotskys general genetic law of cultural development and on Bakhtins notion of genre appropriation. We attempted to replicate previous sociocultural research findings on the development of self-regulation with older students and a formal academic multiple-variant task. We aimed at extending this body of research by employing both qualitative and quantitative discourse analytic approaches. Ten secondary school students were individually tutored by their geography teacher in how to solve correlational problems. Every student worked with the teacher for about three hours and solved a minimum of seven correlational problems. All tutorial sessions were videotaped and subsequently transcribed. A coding scheme was developed and all instructional discourse was segmented and coded by two independent judges. On the whole, quantitative discourse analysis supported the notion of a transition from other to self-regulation in the area of correlational reasoning. Additionally, it was found that teacher regulation was differentiated within tasks and that certain properties of discourse influence how explicit student self-regulation is. Qualitative discourse analysis supported the notion of the assimilation of the voice of the teacher into the voice of the student. A three dimensional conception of learning is proposed and the implications of the study are discussed.

Linking research and practice through teacher communities: a place where formal and practical knowledge meet?

This study characterises the links between research and practice across 12 projects concerned with the collaborative design of lesson plans by teacher communities (TCs). Analyses focused on sources of knowledge used to inform lesson design, participants’ roles and knowledge generated by the teacher community. Three patterns emerged pertaining to the sources of knowledge informing lesson plans: design guided by formal and practical knowledge, by classroom-data and practical knowledge or by a combination of all three. Findings further suggest that the emphasis given to the use of formal knowledge over classroom-data or vice versa restrains the full accomplishment of research and practice links. Across the projects studied, university researchers contributed to linking research and practice by directly or indirectly supporting community activities. Surprisingly, the role of teachers in the generation and dissemination of formal knowledge was limited. Further research should explore the effects of collaboration within TCs on researchers and policy-makers.

The effects of screen captures in manuals: a textual and two visual manuals compared

The study examines the use of screen captures in manuals. Three designs of manuals were compared, one textual and two visual manuals. The two visual manuals differed in the type of screen capture that was used. One had screen captures that showed only the relevant part of the screen, whereas the other consisted of captures of the full screen. All manuals contained exactly the same textual information. We examined the time used on carrying out procedures (manual used as a job aid) and the results on retention tests (manual used for learning). We expected to find a trade-off between gain in time and learning effects. That is, we expected that higher scores on the retention tests involved an increase in time used and, vice versa, that gains in time would lead to lower retention test scores. We also explored the influence of manual design on user motivation. For job-aid purposes, there were no differences between manuals. For learning, the full-screen captures manual and the textual manual were significantly better than the partial-screen captures manual. There was no proof for the expected trade-off. More learning was not caused by an increase in time used. We found no effects on user motivation. This study does not yield convincing evidence to support the presence of screen captures in manuals. However, if one wants to include screen captures, this study gives clarity for the type of screen capture to choose. The use of full-screen captures is preferable to partial ones. Finally, we conclude that documentation designed to expedite the execution of tasks does not necessarily hamper the learning that may result.

Curriculum Reform and Teachers' Training Needs: The Case of Higher Education in Ghana

Professional development is the key to curriculum‐based reform, yet there is little empirical evidence upon which to base decisions of design or implementation of training and development programmes. This study examined the training and development needs of Ghanas polytechnic teachers in an existing curriculum reform scenario as they became involved in curriculum design. Forty‐four teachers and four heads of mechanical engineering departments and representatives of the leadership of four polytechnics granted comprehensive interviews and responded to questionnaires. Findings revealed that updating subject knowledge through industrial attachments was a major training and development need for teachers. Teachers indicated that they were keen to get more involved in curriculum design and argued for their subject knowledge to be improved to give them the confidence to do so. The results of the study suggest higher education teachers have training and development needs in relation to effective curriculum design and implementation. It is proposed that polytechnic–industry links are strengthened and that teachers should draw on teamwork to plan and undertake industrial attachments.

Learning Environments for Cognitive Apprenticeship: From Experience to Expertise

This chapter is about adults learning in meaningful contexts using the computer for constructing their own learning experiences. Ideas and notions about authentic learning and real world learning in schools, advocated by Collins & Brown (1987) and by Resnick (1987) are very useful for creating a theoretical basis for providing learning environments intended for adults. But this new line research is lacking empirical evidence. We think cognitive apprenticeship is useful for modeling intelligent learning environments, in particular a coach-controlled environment assisting the adult learner to create learning experiences. Two questions are addressed. At first, what are the characteristics of cognitive apprenticeship and do they fit theoretically with adult learning. Secondly, can cognitive apprenticeship be used in a supportive computer-based learning environment. Evidence from a preliminary study is presented.

Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions

ABSTRACT Collaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the change. The current study was aimed to explore what empirical evidence is available about processes that take place when teachers co-design and how these contribute to professional development and curriculum change. Evidence from 14 PhD studies was collected to study their impact on teacher learning and curriculum change, by analysing effects, mechanisms, and conditions. Results showed that effects of curriculum design teams, in terms of learning outcomes for teachers in areas such as (pedagogical) content knowledge and design knowledge and skills, became manifest in the outcomes of the curriculum design process, and in the appreciation by the stakeholders. We concluded that professional development, through collaborative design in teams, which is specific and linked to the curriculum, influences teachers’ knowledge and practice and impacts implementation of curriculum change.

Updating polytechnic teachers' knowledge and skills through teacher design teams in Ghana

While teachers and administrators in polytechnics in Ghana have categorically expressed the growing need for the former’s knowledge and skills to be updated in the era of polytechnic transformation, little attention has been paid to the subject. This study reports a professional development intervention organised for 16 engineering teachers divided among three teacher design teams (TDT) who planned and undertook industrial attachments to update their knowledge and skills in their subject areas. With relevant knowledge acquired, they updated their courses and subsequently conducted teaching tryouts. Data collected during the study through interviews, questionnaires and a logbook sought teachers’ learning experiences in TDTs. The results indicated teachers’ acquisition of relevant knowledge and skills during the TDT activities. Furthermore, TDT enabled active learning, collaboration as well as dialogue on subject matter among teachers and was a useful means for the professional development process.

Psychologists' judgements of diagnostic activities: Deviations from a theoretical model

In this article, we describe an investigation into the diagnostic activities of practicing clinical psychologists. Two questionnaires were filled in by 313 psychologists. One group of psychologists (N = 175) judged the necessity of diagnostic activities; the other group (N = 138) selected the activities they would actually perform. Results showed that more participants thought that diagnostic activities were necessary than there were participants who intended to actually perform those activities. Causal analysis, by generating and testing diagnostic hypotheses to form an integrated client model with an explanation for the problem, was judged least necessary and would not be performed. We conclude that a discrepancy exists between the number and types of activities psychologists judged to be necessary and they intend to actually perform. The lack of attention for causal analysis is remarkable as causal explanations are crucial to effective treatment planning.

Designing Artefacts for Inquiry and Collaboration When the Learner Takes the Lead

The availability of user-friendly tools for designing learning environments resulted in an innovative shift of design focus. This shift has been noticed from a user-centred, although passive and reactive, design approach to a participatory, at responsibility and self-directedness directed, design approach. This latter innovative and promising approach empowers co-designers (teachers and even learners) to actively participate in designing learning environments leading to higher learning outcomes. New pedagogical perspectives and approaches in which teachers (as domain experts) and learners are assumed to cooperate on a basis of equity and mutual responsibility will be offered a practical context for the implementation in powerful learning environments. In this article the potentials of learners as designers of their own learning environments are discussed. Support tools needed to play this role appropriately are discussed as well.