Loosely‐guided,self‐directed learning versus strictly‐guided,station‐based learning in gross anatomy laboratory sessions     

Jan G.M. Kooloos  Maarten C. de Waal Malefijt  Dirk J. Ruiter  Marc A.T.M. Vorstenbosch 《Anatomical sciences education》2012,5(6):340-346

Anatomy students studying dissected anatomical specimens were subjected to either a loosely‐guided, self‐directed learning environment or a strictly‐guided, preformatted gross anatomy laboratory session. The current study's guiding questions were: (1) do strictly‐guided gross anatomy laboratory sessions lead to higher learning gains than loosely‐guided experiences? and (2) are there differences in the recall of anatomical knowledge between students who undergo the two types of laboratory sessions after weeks and months? The design was a randomized controlled trial. The participants were 360 second‐year medical students attending a gross anatomy laboratory course on the anatomy of the hand. Half of the students, the experimental group, were subjected without prior warning to station‐based laboratory sessions; the other half, the control group, to loosely‐guided laboratory sessions, which was the course's prevailing educational method at the time. The recall of anatomical knowledge was measured by written reproduction of 12 anatomical names at four points in time: immediately after the laboratory experience, then one week, five weeks, and eight months later. The strictly‐guided group scored higher than the loosely‐guided group at all time‐points. Repeated ANOVA showed no interaction between the results of the two types of laboratory sessions (P = 0.121) and a significant between‐subject effect (P ≤ 0.001). Therefore, levels of anatomical knowledge retrieved were significantly higher for the strictly‐guided group than for the loosely‐guided group at all times. It was concluded that gross anatomy laboratory sessions with strict instructions resulted in the recall of a larger amount of anatomical knowledge, even after eight months. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

“Trust Me,I’m a Scientist”     

Blancke  Stefaan  Boudry  Maarten 《Science & Education》2022,31(5):1141-1154

Science & Education - Modern democratic societies tend to appeal to the authority of science when dealing with important challenges and solving their problems. Nevertheless, distrust in science...  相似文献   

Exploring and explaining the effects of being inspected     

Maarten Penninckx  Jan Vanhoof  Sven De Maeyer  Peter Van Petegem 《Educational studies》2014,40(4):456-472

This study looks into the effects of school inspection in the context of Flemish education. Respondents in five primary case schools were interviewed before inspection, immediately after inspection and four months later (totalling 45 interviews with 15 respondents). Our results indicate that the inspection incites reflection amongst school staff on the quality of their education before the inspection takes place, but the inspection itself does not provide substantial new insights in the schools’ strengths or weaknesses. The inspection judgement strongly affects the response of school towards the inspection. The case schools with a positive inspection report take practically no concrete action for improvement in the four months after inspection, while a more active response is seen in a school with a less favourable inspection report. The article also discusses the impact of some of the particularities of the Flemish education context on the effects of inspection.  相似文献   

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals     

Maarten Vansteenkiste  Willy Lens  Andrew J. Elliot  Bart Soenens  Athanasios Mouratidis 《教育心理学家》2014,49(3):153-174

An important recent development in the achievement goal literature is to define achievement goals strictly as aims. In this overview, we argue that this restrictive definition of achievement goals paves the way for a systematic consideration of the autonomous and controlled reasons underlying individuals’ achievement goals, a distinction central to self-determination theory. To stimulate work in this area, we formulated five propositions, arguing that consideration of the “why” (i.e., type of reasons) in addition to the “what” (i.e., type of aims) of achievement goals (a) provides an account for the regulatory basis of achievement goals, (b) opens the door for other motivation theories to be linked to the achievement goal literature, (c) matters in terms of predicting outcomes, (d) allows for a richer account of contextual forces influencing motivation, and (e) sets the stage for an enriched hierarchical model of achievement motivation. In closing, we discuss various future research directions.  相似文献   

Reflections on the emancipatory potential of vocational education and training practices: Freire and Rancière in dialogue     

Gisselle Tur Porres  Danny Wildemeersch  Maarten Simons 《Studies in Continuing Education》2014,36(3):275-289

This paper focuses on the issue of emancipation in education practices in general and in vocational education and training (VET) in particular. The principal aim is to contribute to the discussion of particular traditions of emancipation in education in connection with VET practices. The exploration of ongoing educational debates on VET policy-making and the issue of emancipation in VET reveals that, ultimately, emancipation in VET is understood as a specific function for socio-economic integration. The paper discusses this functionalist orientation and contrasts it with a vision on emancipation as a feature of an educational process rather than an educational outcome. Freire's and Rancière's core concepts of emancipation guide the discussion regarding the latter interpretation of emancipation in VET practices.  相似文献   

Schools in the making: mapping digital spaces of evidence     

Mathias Decuypere  Carlijne Ceulemans  Maarten Simons 《教育政策杂志》2014,29(5):617-639

In this article, the focus is on educational governing in the making. Drawing on conceptual underpinnings of socio-technical approaches, this implies an interest both on the way in which a sound knowledge base for policy measures is created, as on the distribution of that knowledge through publically available instruments. Governing by evidence only is possible when it relies on concrete instruments, such as feedback reports, publically consultable audits and examples of good practice. Since knowledge-related practices increasingly make use of online tools where knowledge is accessible for each and all, three websites are analysed in a particular way to describe the making of evidence. First, considered as active devices, the websites are analysed as essential components of the governing by evidence: by publishing specific data and information in a particular way, they come to constitute what comes to count as evidence and the way in which it comes to count. By addressing their visitors in a particular way, moreover, they constitute for whom it comes to count as evidence. As such, we argue, it becomes visible that digital spaces of evidence actually make schools real, and, at once, that there are different modes for schools to exist.  相似文献   

“Theory Repositories” via the Web for Problem-Based Learning     

Jan van der Veen  Maarten van Riemsdijk  Val Jones  Betty Collis 《Interactive Learning Environments》2013,21(3):257-277

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Activity genre: a new approach to successful inclusive teaching     

Torill Moen 《Teachers and Teaching》2013,19(3):257-272

In this paper, I examine why constructivist practice in mathematics education, while appealing to pre-service teachers' hearts and minds, does not necessarily deliver the empowered and liberated students that many educators and policy developers seem to take for granted. I argue that this may be so because constructivist practice, although it fosters the construction of important and necessary intellectual knowledges, reinforces power/ knowledge relationships of teacher authority that these students experienced at school. I draw on a post-structuralist analysis of my own constructivist practice in teacher education to show how investments of power/knowledge and subjectivity were played out to effectively maintain the status quo , severely limiting the students' experiences and appreciation of problem-solving or investigative ways-of-being in mathematics (education). In the conclusion, I suggest steps that might be taken in teacher education to help students recognise the powerful constitutive effects of discourses and to think about the kinds of classroom relationships that might be most engaging and enabling for learners.  相似文献   

Alvin Plantinga: <Emphasis Type="Italic">Where the Conflict Really Lies. Science</Emphasis>, <Emphasis Type="Italic">Religion and Naturalism</Emphasis>     

Maarten?BoudryEmail author 《Science & Education》2013,22(5):1219-1227

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Inclusive Educational Practice: Results of an empirical study     

Torill Moen 《Scandinavian Journal of Educational Research》2013,57(1):59-75

This article presents a Norwegian primary school teacher facing the challenge of realising the curriculum's vision of inclusive education. Ann teaches a third‐grade class with 22 pupils among which are pupils with special needs. Two of them are John and Paul. The article focuses on how the teacher deals with these two boys as she, at the same time, approaches the class as a whole. The analysis shows that the teacher's practice can be clustered into four themes. The themes are analysed in light of relevant theoretical concepts situated within the framework of socio‐cultural theory. It appears that the themes have some common characteristic traits and dilemmas that Ann encounters in her daunting work of realising inclusive education.  相似文献