The number of out-of-school science programs, which refers to science education at outside school environments, is gradually increasing. Although out-of-school programs are generally considered to be important for the development of pupils’ science knowledge and skills, more evidence concerning the learning effect of these programs is needed. In the present study, we explored whether different degrees of implementation of a connected in-school and out-of-school science program affect pupils’ cognitive science skills in relation to teachers’/instructors’ support. We used a multiple case study design with four cases comprising three different degrees of program implementation: optimal, intermediary and marginal. The cases comprised pupils of upper grade elementary school classes, their teachers, and the instructors of the out-of-school activity. The effect of the program was measured by coding pupils’ performance with a scale based on skill theory, and by coding teacher’s/instructor’s support with the Openness Scale. The data was gathered from microgenetic measurements over time, corresponding with an in-depth analysis of the process of change in naturalistic conditions. We found the highest learning effect in the optimal program implementation, which indicates that it is favorable to implement the complete program, and train teachers/instructors to use open teaching focused on conceptual understanding.
The number of out-of-school science programs, which refers to science education at outside school environments, is gradually increasing. Although out-of-school programs are generally considered to be important for the development of pupils’ science knowledge and skills, more evidence concerning the learning effect of these programs is needed. In the present study, we explored whether different degrees of implementation of a connected in-school and out-of-school science program affect pupils’ cognitive science skills in relation to teachers’/instructors’ support. We used a multiple case study design with four cases comprising three different degrees of program implementation: optimal, intermediary and marginal. The cases comprised pupils of upper grade elementary school classes, their teachers, and the instructors of the out-of-school activity. The effect of the program was measured by coding pupils’ performance with a scale based on skill theory, and by coding teacher’s/instructor’s support with the Openness Scale. The data was gathered from microgenetic measurements over time, corresponding with an in-depth analysis of the process of change in naturalistic conditions. We found the highest learning effect in the optimal program implementation, which indicates that it is favorable to implement the complete program, and train teachers/instructors to use open teaching focused on conceptual understanding.
Phd Thesis Higher professional education aims to prepare graduates for the complexity of professional practices. The development of conceptual understanding is important to deal adequately with this complexity, especially in an unstructured professional domain such as international business. The aim of this dissertation is to investigate the concept conceptual understanding in this professional domain, how it can be measured, what it looks like, how it changes, and in what ways it differs between students. The dissertation comprises five empirical studies for which data collection took place at a university of applied sciences in the Netherlands.
Lymphedema is one of the most poorly understood, relatively underestimated and least researched complications of cancer, or its treatment. Lymphedema is a chronic condition that causes abnormal build up of fluid under the skin resulting in painful swelling, commonly in the arms and legs. Limpressive Compression Garments have designed and conceptualised an active and smart compression sleeve that integrates pioneering smart materials and sensor technology to be used to treat and evaluate lymphedema. The Limpressive garments can be used as a research tool while replacing existing compression sleeves and pneumatic compression apparatus. There is currently no product on the market that is integrating both the actuator and sensor technology to treat, let alone quantify lymphedema. It is thus imperative that the Limpressive Compression Garments team are allowed the opportunity through funding to investigate the feasibility of the technology and its integration into healthcare, the business structures and processes needed to enter and be successful in the marketplace and the value to both the consumer and to the organisations dedicated to developing a greater understanding of the disease. Limpressive will complete an extensive and detailed business plan and a complete product design by the end of the Take-off Phase. The business plan and complete product design will be complemented by a proof of function prototype.
Onderzoekende vaardigheden (OZV) van mbo-studenten in gezondheidszorg- opleidingen zijn essentieel voor het omgaan met problemen, veranderingen en innovaties in het (toekomstige) beroep. Maar hoe kunnen we hun OZV precies opvatten?Doel Met dit PhD-onderzoek willen we: OZV van mbo-studenten conceptualiseren vanuit de onderzoeksliteratuur en de beroepspraktijk. Interventies (het denken en doen) van mbo-school- en praktijkopleiders beschrijven als zij tijdens interacties met studenten OZV van studenten willen bevorderen. Resultaten Verwachte resultaten: Wetenschappelijk: vier artikelen, presentaties op conferenties en een proefschrift Praktijkgericht: publicaties, workshops en presentaties voor betrokkenen uit het mbo Gerealiseerde resultaten: Onderzoeksplan ‘Understanding vocational healthcare students’ skills of research and inquiry‘ Posterpresentatie ‘Understanding vocational healthcare students’ skills of research and inquiry’ tijdens Onderwijs Research Dagen (online) in Utrecht, juli 2021 Round Table presentatie ‘Understanding vocational healthcare students’ skills of research and inquiry’ tijdens EAPRIL (European Association for Practitioner Research on Improving Learning) Conference (online), november 2021 Looptijd 15 november 2021 - 14 november 2026 Aanpak We beginnen met een scoping review naar OZV, gevolgd door een interviewstudie onder mbo-professionals en -opleiders. Met een multiple case study en een vignette studie brengen we interventies van mbo-opleiders om OZV bij studenten te stimuleren in beeld. De promovenda is Erica Wijnands-Pot (mboRijnland). De promotor vanuit de OU is prof. dr. Elly de Bruijn (ook lector Beroepsonderwijs), en de co-promotor vanuit het lectoraat Beroepsonderwijs is dr. Annoesjka Boersma. Cofinanciering Erica heeft voor haar onderzoeksvoorstel de NWO Promotiebeurs voor leraren ontvangen.
Onderzoekende vaardigheden (OZV) van mbo-studenten in gezondheidszorg- opleidingen zijn essentieel voor het omgaan met problemen, veranderingen en innovaties in het (toekomstige) beroep. Maar hoe kunnen we hun OZV precies opvatten?Doel Met dit PhD-onderzoek willen we: OZV van mbo-studenten conceptualiseren vanuit de onderzoeksliteratuur en de beroepspraktijk. Interventies (het denken en doen) van mbo-school- en praktijkopleiders beschrijven als zij tijdens interacties met studenten OZV van studenten willen bevorderen. Resultaten Verwachte resultaten: Wetenschappelijk: vier artikelen, presentaties op conferenties en een proefschrift Praktijkgericht: publicaties, workshops en presentaties voor betrokkenen uit het mbo Gerealiseerde resultaten: Onderzoeksplan ‘Understanding vocational healthcare students’ skills of research and inquiry‘ Posterpresentatie ‘Understanding vocational healthcare students’ skills of research and inquiry’ tijdens Onderwijs Research Dagen (online) in Utrecht, juli 2021 Round Table presentatie ‘Understanding vocational healthcare students’ skills of research and inquiry’ tijdens EAPRIL (European Association for Practitioner Research on Improving Learning) Conference (online), november 2021 Looptijd 15 november 2021 - 14 november 2026 Aanpak We beginnen met een scoping review naar OZV, gevolgd door een interviewstudie onder mbo-professionals en -opleiders. Met een multiple case study en een vignette studie brengen we interventies van mbo-opleiders om OZV bij studenten te stimuleren in beeld. De promovenda is Erica Wijnands-Pot (mboRijnland). De promotor vanuit de OU is prof. dr. Elly de Bruijn (ook lector Beroepsonderwijs), en de co-promotor vanuit het lectoraat Beroepsonderwijs is dr. Annoesjka Boersma. Cofinanciering Erica heeft voor haar onderzoeksvoorstel de NWO Promotiebeurs voor leraren ontvangen.
