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11.
A program for teaching 9th graders course content (history) and how they should evaluate information found on the WWW was designed and tested. Goal of the program was to teach content, evaluations skills, and to achieve transfer of these skills to a different domain. In the design of the program the principles of two transfer theories were combined using a design-based research approach. Results revealed that the program improved students’ evaluation behaviour. Compared to the students of the control condition, the evaluation skills of students in the experimental condition improved to a higher level, but did not lead to transfer. Students in the experimental classes scored higher on the final content exam than students in the control class. 相似文献
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Corry G.J.M. Ehlen Marcel R. van der Klink Henny P.A. Boshuizen 《Studies in Continuing Education》2016,38(1):61-85
Increasingly, innovative collaboration between industry and schools is being exploited as a way of improving the quality and relevance of education. Even though these innovations appear to have substantial benefits, often the impact proves to fade away after their implementation. A better understanding of how to sustain complex innovations seems important. Unfortunately, only a limited amount of research investigates the ‘inside’ of complex innovations. This article reports on a three-year, large-scale industry–school programme in the Dutch Leisure sector. The research, from start to finish, adopted a qualitative case study methodology with a mixed-methods approach, drawing upon social capital theory as lens to understand the dynamics of processes and effect on outcomes. Findings indicate that the social capital theory helps to unravel crucial factors of processes and outcomes. The researched innovation process depended not so much on formal project plans and objectives but largely built on the quality of social relationships at all levels. Sustaining this social capital proved crucial, while managing according to a planned change strategy appeared to be counterproductive. The outcomes show to be twofold, in terms of new knowledge and products for the organisations and of sustainable benefits for the professionals, in terms of new abilities. 相似文献
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Higher professional education aims to prepare students for entering practice with an adequate theoretical body of knowledge. In constructivist programmes, authentic learning contexts and self-directed learning are assumed to support knowledge learning and the transition from education to practice. Through an in-depth exploration, this case study aimed at defining and assessing the qualities of social work students?? theoretical knowledge at initial qualification. Participants were final-year bachelor??s students (n?=?18) in a constructivist professional programme of social work. Students?? knowledge concerning a real-life practical case was elicited through an interview and a form of concept mapping. A six-step procedure was used for a qualitative appraisal of students?? knowledge with the assistance of seven expert teachers. During this procedure an instrument for analysing knowledge qualities was developed, comprising 13 aspects representing four features of expert knowledge: extent, depth, structure, and critical control. Results showed that 13 students received high appraisals for their knowledge extent and depth. Only 4 students received high appraisals for knowledge structure and critical control. 5 Students who received overall lower appraisals seemed inhibited to show their knowledge qualities by preoccupations with self-concerns about their own professional role. Conclusion is that the majority of students needs more learning support for knowledge structure and critical control than offered by their constructivist programme. Further research is needed into the personal factors that influence students?? theoretical knowledge learning and which knowledge qualities can be reached by young adults in a 4?year educational programme. 相似文献
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Evelien Ketelaar Douwe Beijaard Perry J. den Brok Henny P. A. Boshuizen 《European Journal of Psychology of Education - EJPE》2013,28(3):991-1006
The aim of this study was to explore whether teachers’ positioning towards an innovation is related to their implementation of it. Positioning was reflected in terms of teachers’ ownership, sensemaking, and agency. The innovation that was of central focus in this study pertained to the changing role of teachers towards a more coaching role in the classroom. Teachers’ implementation of the coaching role was examined through student perceptions. The data were collected by means of a questionnaire, completed by 253 of the students of 10 teachers. The findings showed that these teachers appeared to be implementing their coaching role to a reasonably strong degree. Moreover, a relationship was identified between the extent to which this role was implemented and teachers’ feelings of ownership, their processes of sensemaking, and their experiences of agency. The results therefore suggest that ownership, sensemaking, and agency do make a difference in the implementation of an educational innovation. 相似文献
15.
It has been hypothesized that the development of medical expertise may be characterized by structural changes in the knowledge base, a process termed “knowledge encapsulation” (Schmidt, Norman, & Boshuizen, Academic Medicine, 65, 611–621, 1990). Until now this process has been investigated using a cross-sectional paradigm, comparing levels of expertise often far apart. The present study applies a follow-up approach, covering the first two years of apprenticeship of medical students (the clerkships) and includes a comparison between high- and low-achieving students. Experience level appears to be correlated with structural changes in the knowledge base and with the quality of the diagnosis. Achievement level has a weak correlation with the quality, but not with the structure of the knowledge. It is concluded that high and low achievers do not differ in the way their knowledge structures change as a consequence of practical experience. Implications for teaching and learning in practical settings are discussed. 相似文献
16.
Helen Jossberger Saskia Brand-Gruwel Margje W. J. van de Wiel Henny Boshuizen 《Vocations and Learning》2018,11(2):179-204
In vocational education, workplace simulations (WPS) have been implemented to ensure a better connection between the educational setting and the labour market. Moreover, WPS are supposed to motivate students and promote self-directed learning. So far, however, not much is known about the way students experience these WPS. The aim of the present exploratory case study was to investigate students’ perceptions and preparedness for WPS and explore what factors they perceive to be relevant for their learning in these simulations. Forty students from three different pre-vocational secondary schools participated. Semi-structured group interviews were conducted and thematic analysis was used to examine the qualitative data. The results revealed that authentic WPS can increase student motivation and engagement. Learner characteristics regarded as relevant in WPS were motivation, responsibility, independence and discipline. For students, the presence and guidance of the teacher played an essential role in their working and learning effectively. They felt limited in making choices to direct their own learning. Assessment criteria were not transparent enough for students. Concluding, we found that students perceived factors closely related to self-regulated and self-directed learning to be relevant for their learning; however, these learning activities and processes have not yet been sufficiently promoted and supported in the investigated vocational schools. The study highlights design dilemmas for vocational practice and offers indications in how to match both learning environmental characteristics and teacher support tailored to learners’ needs. 相似文献
17.
Marielle L. J. Le Mat Hülya K. Altinyelken Henny M. W. Bos Monique L. L. Volman 《教育政策杂志》2020,35(5):692-712
ABSTRACT Over the past few years, international organisations have advanced Comprehensive Sexuality Education (CSE) as a global policy to promote sexual and reproductive health and rights (SRHR) and address gender-based violence in schools. This paper analyses policy adoption, transfer mechanisms, and reformulation of CSE in Ethiopia, a late adopter of the policy. To do this, we identify education policy transfer mechanisms and apply a gender analysis by focusing on conceptualisations of gender relations in the uptake and reformulation of CSE policies. Drawing on document analysis and stakeholder interviews, the paper reveals that CSE in Ethiopia is largely a donor-driven agenda, advanced through dissemination and networking strategies. CSE is particularly embraced by the Ministry of Health, international organisations and NGOs in Ethiopia, but at the same time, the Ministry of Education and other critics continue to resist adoption, emphasising cultural differences. As a result, CSE in Ethiopia is (re)formulated and reflects narrow conceptualisations of how CSE can address gender-based violence, restricting its focus to health and development outcomes. 相似文献
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Abstract This article analyses the required content and strategies of information and communications technology (ICT) training for teachers in terms of learning to know, learning to do, learning to live with each other and with others, and learning to be. We conclude that the fast-changing role and nature of ICT in education, combined with the low level of penetration of ICT into present educational practices, requires a strategy that includes three aspects. These aspects are the training of students within teacher training institutions, the high-level implementation of ICT in schools as a joint effort by students, schools and teacher training institutions, and the formation of cooperating communities of practice to ensure the continued flow of emerging knowledge and practices to the educational field. Special attention should be given to unwanted and unforeseen side effects that may affect pupils' lives today and in the future. 相似文献
20.
On acquiring expertise in medicine 总被引：6，自引：0，他引：6