Teaching with Scrum methodology includes ceremonies, roles and artefacts supporting students in planning, monitoring and directing their learning process. It scafolds students’ learning in complex... Show moreTeaching with Scrum methodology includes ceremonies, roles and artefacts supporting students in planning, monitoring and directing their learning process. It scafolds students’ learning in complex and sometimes overwhelming context-based learning environments. Efects of the implementation on both students’ learning outcomes and self-reported perceptions of six afective and metacognitive outcomes were investigated. Six teachers implemented Scrum methodology in a context-based secondary chemistry module on Green Chemistry. Their classes formed the experimental group. Based on how students experienced the quality of the implementation, teachers of the experimental group were subdivided into top-teachers and growth-teachers. Consequently, their students formed two sub-experimental groups. The comparison group, which did not use Scrum methodology, consisted of students taught by four teachers. A pre-test post-test control group design was used to study its efect on students’ achievements and self-reported afective and metacognitive outcomes. Students of both experimental groups outperformed students of the comparison group with a large efect-size (top-teachers); and medium efect-size (growthteachers) on learning outcomes. Findings on students’ perceptions of afective and metacognitive outcomes revealed medium and small efects of Scrum methodology. Despite the fact that the implementation is challenging for teachers, it appears that Scrum methodology has positive efects on students’ achievement and on students’ perceptions of afective and metacognitive dimensions of their learning. Show less
Kop, P.M.G.M.; Janssen, F.J.J.M.; Drijvers, P.H.M.; Driel, J.H. van 2020
Student insight into algebraic formulas, including the ability to identify the structure of a formula and its components and to reason with and about formulas, is an issue in mathematics education.... Show moreStudent insight into algebraic formulas, including the ability to identify the structure of a formula and its components and to reason with and about formulas, is an issue in mathematics education. In this study, we investigated how 16- and 17-year-old pre-university students’ insight into algebraic formulas can be promoted through graphing formulas by hand. In an intervention of five 90-min lessons, 21 grade 11 students were taught to graph formulas by hand. The intervention’s design was based on experts’ strategies in graphing formulas, that is, using a combination of recognition and qualitative reasoning, and on principles of teaching complex skills. To assess the effect of this intervention, pre-, post-, and retention tests were administered, as well as a post-intervention questionnaire. Six students were asked to think aloud during the pre- and posttests. The results show that all students improved their abilities to graph formulas by hand. The think-aloud data suggest that the students improved both on recognition and reasoning, and give a detailed picture of how students used recognition and qualitative reasoning in combination. We conclude that graphing formulas by hand, based on the interplay of recognition and qualitative reasoning, might be a means to promote students’ insight into algebraic formulas. Show less
Vereijken, M.W.C.; Rijst, R.M. van der; Dekker, F.W.; Driel, J.H. van 2020
In biological research, generic questions that are derived from perspectives (ways of looking at and thinking about life processes) help in generating specific questions. In this study, we used... Show moreIn biological research, generic questions that are derived from perspectives (ways of looking at and thinking about life processes) help in generating specific questions. In this study, we used perspective-based generic questions as scaffolds to support student teachers in increasing the quality and quantity of their questions about biological topics. Fifteen student biology teachers were given an intervention to individually generate, in 15 min, as many questions as possible that they might ask in class about standards from the national syllabus for biology on a particular biological topic, first without using, and then using a set of perspective-based generic questions. The results of this study show that, using perspective-based generic questions, student teachers generated significantly more and higher quality questions. The formulated questions can be applied in two different contexts: during practicum, when student teachers actually teach biology, or when they plan future lessons, as the basis of challenging tasks or assignments, with the aim of getting students interested in finding the answers. Show less
Technological design is a core activity in Science, Technology, Engineering and Mathematics (STEM) education. During the design process, students often employ research activities to enhance the... Show moreTechnological design is a core activity in Science, Technology, Engineering and Mathematics (STEM) education. During the design process, students often employ research activities to enhance the quality of their design decisions and to rise above a mere trial-and-error approach to designing. There are many functions of research within the design process, for example theoretical research, user research, or testing a prototype. In this study, we aimed to examine student and teacher perceptions of the functions of research in the context of a design-oriented STEM module in Dutch secondary education. To do so, we first examined in what ways students and teachers who conducted or respectively taught the STEM module recognized functions of research within design. We also looked at the value students attributed to these functions, and how teachers described their facilitation of the functions of research within design. During the STEM module, students conducted a design project related to an authentic problem in biomedical technology, while using research activities to support their design decisions. Results from student focus groups and teacher interviews showed that they recognized several ways in which research activities contribute to a design process. Students valued the functions of research within design as important for the end product, although some students preferred to skip research and start building their design right away. Some teachers employed strategies to ensure students learned to do research steps, for example by a reverse design exercise. The results from this study raise the question whether all students should apply research activities in the same order during a design process, since different students seem to prefer different ways of designing. A design-oriented STEM module like this one is an appropriate way to start showing students the functions of research within design, however differentiation between different students’ preferences could possibly enhance this learning process. Show less
Research and design activities are becoming more important in Science, Technology, Engineering and Mathematics (STEM) and D&T (design and technology) education. Research and design are often... Show moreResearch and design activities are becoming more important in Science, Technology, Engineering and Mathematics (STEM) and D&T (design and technology) education. Research and design are often taught separately from each other, while in professional STEM practices, many projects are neither ‘research only’ or ‘design only’—they are both. In this study, we aimed to provide insights in teachers’ personal and shared knowledge on how research and design can be connected. To this end, we examined the development of pedagogical content knowledge (PCK) and beliefs of six teachers of the Dutch STEM subject O&O (research and design), who participated in a professional learning community (PLC) aimed at connecting research and design within this subject. Results of pre and post-PLC interviews showed that teachers’ personal PCK was very diverse, probably due to their different beliefs, backgrounds and teaching contexts. Through jointly designing instructional strategies for connecting research and design, teachers contributed to a collective knowledge base. The results of this study indicate that a professional learning community in which teachers with varying backgrounds construct knowledge and instructional strategies together, can be a powerful method to enhance personal PCK and collective knowledge. These are promising outcomes in the light of shaping professional development activities for STEM and D&T teachers, which in turn aims to provide students with a holistic and realistic view on current professional STEM fields. Show less
In recent years, the use of student data has become increasingly concernedwith management of teacher performance. However, when teachersbecome aware of specific student data directly related to... Show moreIn recent years, the use of student data has become increasingly concernedwith management of teacher performance. However, when teachersbecome aware of specific student data directly related to their approachof teaching, it could inform them about possible strengths, weaknesses orchallenges. Unfortunately, teachers generally have little time and encountersignificant problems in the interpretation and use of data for change. In thisarticle, we put forward that such problems can be avoided by offeringteachers practical frames that are aimed at the interpretation and productiveuse of student data. We report on an extensive study that was done inthe setting of reform implementation where teachers were asked to changetheir teaching practices. Participating teachers performed multiple PDCA(Plan-Do-Check-Act) cycles in which they designed and taught lessonswhere student data were collected. To interpret and make use of suchstudent data for change, we provided participants with practical frames.We examined to what extent and in what way participants used theseframes and how this influenced professional development. Results showedthat participants used frames to both interpret student data and makechanges to their teaching practices towards that required by the reform ina stepwise, rather independent way. Show less
Successful mentoring relationships are essential for novice teachers entering the teaching profession. The success of the mentoring process depends in large part on the diagnostic abilities of the... Show moreSuccessful mentoring relationships are essential for novice teachers entering the teaching profession. The success of the mentoring process depends in large part on the diagnostic abilities of the mentor, but there is little research on how mentor teachers view their mentees. In this small-scale study, we explored how 11 mentor teachers describe similarities and differences between their mentee teachers. We found that mentor teachers' descriptions predominantly relate to differences in personal engagement with pupils, identifying as a teacher, perfectionism and self-confidence. Mentors tended to describe these differences in terms of traits and dispositions. We provide suggestions for addressing this issue in mentor preparation and for using findings in mentor training, and we provide a conceptual framework for future studies of mentor teachers' views of their mentees. Show less
Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as... Show moreGrowing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as they explore their practices and experience difficulties supervising medicalstudents. Teacher noticing was used as a sensitising concept and relations with teacher dilemmas were explored in the research supervision context. To provide in-depth insights into supervisors’ practices and pedagogical choices, twelve stimulated recall interviews with supervisors were analysed. The supervisors were involved in individual undergraduate or master degree student research projects at a research-intensive university. Analysis revealed four kinds of dilemmas which may influence research supervision practices, namely questions regarding regulation, student needs, the student-supervisor relationship and supervisors’ professional identity. We explain the relationship between novice supervisors’ practices and dilemmas in detail. Implications are given to enhance initiatives for professional development of supervisors. Show less
Louws, M.L.; Meirink, J.A.; Veen, K. van; Driel, J.H. van 2017
In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be... Show moreIn the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers’ current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional learning. In this study, we explored the professional concerns underlying teachers’ learning goals in order to understand variation in professional learning over a teacher’s career. In this qualitative study, we administered a semi-structured interview and a card sorting task to 15 secondary school teachers to elicit teachers’ learning goals and current professional concerns. By conceptually combining teachers’ learning goals with professional concerns in concern-goal pairs, we sought to understand the different reasons for teachers’ learning. These concern-goal pairs were characterized in three different types of reasons: continuous, growth and improvement, and work-management. The results showed that early career teachers have mainly growth and improvement concerns, whereas mid- and late-career teachers have both continuous and growth and improvement concerns. Work-management concerns differ for early- and late-career teachers. Results are further discussed in terms of professional life phase models and teachers’ developmental tasks throughout their career. Show less
Louws, M.L.; Meirink, J.A.; Veen, K. van; Driel, J.H. van 2017
In this study, we explored the relationships between teachers’ self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in... Show moreIn this study, we explored the relationships between teachers’ self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers’ professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience and subjects were interviewed. The results show different learning goals, related to communication and organisation, curriculum and instruction, innovation, responsibilities, and themselves as professional. Various relationships between learning goals and teaching experience emerged, which clearly reflect the development from early- to mid- and late-career teachers. Issues related to curriculum and instruction appeared to be learning goals for early- and mid-career teachers. This implies that regardless of increasing teaching expertise, curriculum and instruction remain central to teachers’ continuous learning. Late-career teachers were interested in learning about extra-curricular tasks and innovations. Models of professional life phases have been used to interpret these results. Show less
The implementation of educational reforms requires behavioral changes from the teachers involved. Theories on successful behavioral change prescribe the following conditions: teachers need to... Show moreThe implementation of educational reforms requires behavioral changes from the teachers involved. Theories on successful behavioral change prescribe the following conditions: teachers need to possess the necessary knowledge and skills, form strong positive intentions to perform the new behavior, and have a supporting environment for change. However, existing approaches to teacher professional development in the context of educational reforms are predominantly aimed at the development of knowledge and skills and at creating a supporting environment, but lack attention to teachers’ intentions to change. In the study described in this article, we performed “motivating-for-educational-change” interviews (MECI) and explored the influence on teachers’ intentions to change in the direction of the proposed national biology education reform, that is, the introduction of a context-based curriculum. The MECI comprised two tools: building on earlier successful experiences and using lesson segments to rearrange instructional approaches. We explored the influence of the MECI technique on the strength and specificity of participating teachers’ intentions. When conducting the MECI, many participants expressed that they now realized how they had already implemented aspects of the reform in their regular instructional approaches. Furthermore, all the participants formulated stronger and more specific intentions to change their regular instructional approach towards that of the proposed reform while taking their regular instructional approach as a starting point. Show less
Kop, P.M.G.M; Janssen, F.J.J.M; Drijvers, P.H.; Driel, J.H. van 2017
Research should be explicated in undergraduate teaching in a way that stimulates student learning. Previous studies in higher education have shown that student perceptions of research integrated... Show moreResearch should be explicated in undergraduate teaching in a way that stimulates student learning. Previous studies in higher education have shown that student perceptions of research integrated into teaching could promote student learning, but have also indicated that it can be difficult to confront first-year undergraduates with research during courses. In this study, we describe relationships between first-year medical student perceptions of research, learning outcomes and beliefs about the value of research. The Student Perception of Research Integration Questionnaire was filled out by 261 students. Answers were related to student achievement. The findings suggest that student motivation for research is strongly related to merging current research into teaching. Students rather recognised an emphasis on research methodologies than research engagement. Particularly student beliefs about research are related to achievement. It is suggested that to foster positive beliefs about research, teachers should familiarise students with current research and create enthusiasm for research. Show less
Boer, E. de; Janssen, F.J.J.M; Driel, J.H. van 2016
