Julius Marie Pieters

Exploring the Mechanisms through which Computers Contribute to Learning

Even though it has been established that the incorporation of computers into the teaching and learning process enhances student performance, the underlying mechanisms through which this is accomplished have been largely unexplored. The present study aims to shed light on this issue. Two groups of 10 secondary school students were tutored by their geography teacher in how to solve correlational problems. Students in the one group used paper and pencil while students in the other group used a computer spreadsheet. All tutorials were videotaped, transcribed verbatim, and subsequently all transcripts were segmented and coded. The mean frequencies for teacher and student behaviours between the two conditions were then compared. Results indicated that teacher behaviour in the two conditions differed in terms of error feedback, factual and conceptual questions asked, regulation of students, and task management. Regarding student behaviours, the findings showed that the two conditions differed in terms of task engagement, goal setting, and explanations given. On the basis of these findings the issue of mechanisms is discussed and three main implications for the teaching and learning practice are drawn.

Teacher Training and Pre-Service Primary Teachers' Self-Efficacy for Science Teaching.

AbstractThis study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for teacher training universities, so that they can adapt their curriculum to accommodate these factors. Participants included 292 pre-service primary teachers, a cross-sectional sample from two different universities in the Netherlands across the four different years of study in the training program. Based upon our results, we conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers’ development of science teaching self-efficacy. After their first year, the pre-service teachers from the university with science content courses had significantly higher self-efficacy than pre-service teachers from the university that offered science methods courses. After the second year of teacher training, however, this difference in self-efficacy was no longer present.n

Instructional strategy effects on the retention and transfer of procedures of different difficulty level

In the present study, the effects of two instructional strategies on the retention and transfer of procedures of different difficulty level were investigated. Difficulty level was manipulated by providing a different number of cues during training. The instructional strategies differed with respect to the amount of contextual interference. Sixty-four subjects were randomly assigned to either a high interference group or a low interference group. Retention and transfer were measured immediately following training and after a three-week delay. The dependent variables were number of errors and decision time. Results showed no differences between the two training groups over the various difficulty levels. Results further showed that retention performance increased as fewer cues were available during practice. It is suggested that ‘delayed automatization’ can account for the observed increment in performance level. It is further suggested that contextual interference may produce delayed automatization of task performance but is only effective if relationships can be discovered in the learning material.

Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module

Teachers involved in the implementation of a curriculum innovation can be prepared for this task through a professional development program. In this paper, we describe essential characteristics (identified empirically and theoretically) for such a professional development program that promotes the acquisition of competences by these teachers. The innovation deals with the introduction of modules from a new multidisciplinary subject, in which elements from physics, chemistry, biology, mathematics, and physical geography are integrated. A 3-step approach was used to identify the essential characteristics: (a) evidence from classroom practice, (b) characteristics of the new subject, and (c) theoretical and empirical evidence from curriculum implementation studies. Analysis of the data showed that 5 characteristics need particular attention in a professional development program.

Internship in vocational education and training: stakeholders’ perceptions of its organisation

Polytechnic education in Ghana is an offshoot of technical and vocational education and training, which makes internship a sine qua non for its students. The implementation of internships in the departments of hotel catering and institutional management in Ghanaian polytechnics is examined in this study. The perceptions of the stakeholders suggest weak links between the educational institution and the hospitality industry leading to ineffective implementation, which culminates in a myriad of challenges faced by interns. Finally, suggestions from stakeholders for improvement to subsequent internships included preparedness to collaborate, internship time to be extended, and industry’s and teachers’ active participation in internship.

Cognitive tools to support the instructional design of simulation-based discovery learning environments: The SimQuest authoring system

imQuest is an authoring environment for creating learning environments that combine simulations with instructional support. simQuest learning environmentsare based on a computer simulation of, for example, a process, a procedure, or equipment. Learners can engage in a process of discovery by manipulating values of variables and observing the outcomes of their actions. Since discovery learning is not easy,simQuestlearning environments provide learners with instructional support that helps them in the process of discovery learning. For example, while working with the simulation, learners can ask for extra explanations of phenomena, or can ask for assignments to guide their interaction with the simulation. The simquest authoring environmentoffers authors (teachers) the possibility of creating learning environments without the need for programming knowledge or specific pedagogical knowledge. An author creates a learning environment by, first, selecting’ building blocks’ from a library, and, second, by adapting the selected elements and combining them into a complete learning environment. Building blocks include templates for simulation models, interfaces, and instructional support. In addition, authors receive’ cognitive tools’ that help them in the design and production process. These tools comprise an on-line help system, a wizard, and an advice tool.

Professional development through lesson study: teaching the derivative using GeoGebra

This study focuses on mathematics teachers’ professional development through elements of Japanese lesson study. The teachers designed a research lesson with regard to sense-making of the derivative using the integration of GeoGebra. In the second year of the four-year lesson study project, seven secondary school teachers – from different Dutch schools – worked cooperatively, building on the first-year experiences with the introduction of the derivative. The teachers designed a lesson that focused on encapsulation of the conceptual understanding of the derivative before solving problems with operational symbolism later in the course. They tried to make sense of the calculus using GeoGebra as a tool to realize surprise in which conceptual embodiment and operational symbolism blend together. The teachers integrated GeoGebra to consolidate the derivative using the visual idea of zooming in on the graph to see its local behavior (where a differentiable function looks ‘locally straight’). The teachers reported that they have learned to use visualizations and experienced the importance of student interaction. The teachers realized that this approach of the derivative – integrating GeoGebra – encouraged them to reflect on how the students made sense of learning activities in general.

Opening the black box: knowledge creation in data teams

Purposen– In this study, Nonaka and Takeuchi’s socialization, externalization, combination and internalization (SECI) model of knowledge creation is used to gain insight into the process of knowledge creation in data teams. These teams are composed of school leaders and teachers, who work together to improve the quality of education. They collaboratively create knowledge related to data use and to an educational problem they are studying. The paper aims to discuss these issues. nnDesign/methodology/approachn– A qualitative micro-process case study was conducted for two data teams. The modes, transitions and content of the knowledge creation process were analyzed for all data team meetings over a two-year period. In addition, all team members were interviewed twice to triangulate the findings. nnFindingsn– Results show that the knowledge creation process was cyclical across meetings, but more iterative within meetings. Furthermore, engagement in the socialization and internalization mode provided added value in this process. Finally, the SECI model clearly differentiated between team members’ processes. Team members who engaged more often in the socialization and internalization modes and displayed more personal engagement in those modes gained greater and deeper knowledge. nnResearch limitations/implicationsn– The SECI model is valuable for understanding how teams gain new knowledge and why they differ in those gains. nnPractical implicationsn– Stimulation of active personal engagement in the socialization and internalization mode is needed. nnOriginality/valuen– This is one of the first attempts to concretely observe the process of knowledge creation. It provides essential insights into what educators do in professional development contexts, and how support can best be provided.

Contextual Factors that Foster or Inhibit Para‐Teacher Professional Development: The Case of an Indian, Non‐Governmental Organization

The appointment of para-professionals to overcome skill shortages and/or make efficient use of expensive resources is well established in both developing and developed countries. The present research concerns para-teachers in India. The literature on para-teachers is dominated by training for special needs settings, largely in developed societies. Little has been published about para-teachers working in developing countries with children without disabilities, despite this being a common occurrence. The present research investigates how contextual factors influence the design and implementation of professional support for para-teachers. The research participants were 12 para-teachers and five management and administrative staff. Contextual factors included characteristics of para-teachers, classrooms and students from under-resourced settings; and the practices and policies found in a non-school educational setting, here a non-governmental organization. The study indicates that each factor has potentially enhancing and hindering effects which need to be taken into consideration when designing and implementing professional development work.

Design of a model for a professional development programme for a multidisciplinary science subject in the Netherlands.

Schools are increasingly integrating multidisciplinary education into their programmes. The Minister of Education, Culture and Science has introduced a new, integrated science subject in secondary education in the Netherlands, called Nature, Life and Technology (NLT). This research note describes the design of a generic model for a professional development programme to prepare teachers with and assist them during the implementation of a multidisciplinary science module. Three sources were used for this design: subject features including school practices, the curriculum design phases, and professional development characteristics, in combination with three factors influencing the quality of the professional development: context, process and content. These sources and factors have been translated into a generic model. Three experts evaluated this generic model: a teacher trainer who was also involved in the development of NLT modules; a biology and NLT teacher who was also involved in a regional NLT information centre; and a chemistry and NLT teacher. Overall, the experts were positive. They judged 12 out of 13 aspects of the model as sufficient or better. They were, however, critical about the issue of whether the model offers sufficient possibilities for participants to familiarise themselves with new subject content knowledge.