The number of women and underrepresented individuals workingin science, technology, engineering and mathematics (STEM)fieldsdoes not reflect the diversity of our societies. Even if children havean... Show moreThe number of women and underrepresented individuals workingin science, technology, engineering and mathematics (STEM)fieldsdoes not reflect the diversity of our societies. Even if children havean interest in STEM, they may not consider choosing a study orcareer in that direction if their perception is that they would notbelong in science. This study examines the effects of a STEMlesson series aimed at inclusivity and diversity on children’sperception and sense of belonging in space science. Before andafter the lesson series, childrenfilled out a questionnaire aimed ateliciting their perception of space science and space scientists.After the lessons, a subsample of children was interviewed aboutthe effects of the lesson series on the children’s perception andsense of belonging regarding space science. Six months after thelast lesson took place, children from two classesfilled out a shortsurvey with open questions to measure retention. The results ofthis study showed that the lesson series had a significant impacton children’s perception of space scientists, and that theimplementation of the lessons facilitated thinking about (a futurein) space science. This lesson series has succeeded in changingchildren’s perception of space scientists as a diverse andinternational group of people. Show less
Despite the value of technology integration for educational equity and quality being emphasized by numerous studies, many gaps exist about how technology integration can be approached in policy... Show moreDespite the value of technology integration for educational equity and quality being emphasized by numerous studies, many gaps exist about how technology integration can be approached in policy plans, implemented in pedagogical practices, and embraced by teachers, students, and parents. In the current dissertation, the focus is on teachers’ pedagogical practices with technology in primary and secondary education, contributing to a more detailed understanding of what happens to integrate technology into the teaching and learning processes. Given this goal, we examined the different teaching and technology practices considering the concerted efforts of various stakeholders at different levels and contexts. Five studies were performed on: (1) an overview of the link between local information and communications technology (ICT) policy plans and the ICT practices of rural schools; (2) rural teachers’ use of digital educational resources aimed at promoting digital equity and education for all; (3) rural teachers’ sharing of digital educational resources aimed at promoting teacher professional learning opportunities and development; (4) (a meta-analysis on) the effectiveness of various mobile technology usage on learning outcomes in primary and secondary education; (5) the relationships among teacher beliefs, classroom process quality, and student engagement in smart classroom learning environments in secondary education. Show less
Al sinds de oprichting in 1988 is het islamitisch basisonderwijs in Nederland een bron van discussie. De ontwikkeling ervan heeft de afgelopen dertig jaar niet stilgestaan en geeft aanleiding tot... Show moreAl sinds de oprichting in 1988 is het islamitisch basisonderwijs in Nederland een bron van discussie. De ontwikkeling ervan heeft de afgelopen dertig jaar niet stilgestaan en geeft aanleiding tot nieuwe inzichten. Toch worden in de discussie al jarenlang dezelfde argumenten gebruikt.Hoe geven de verschillende islamitische basisscholen vandaag de dag vorm aan hun identiteit? En hoe wegen zij de verschillende maatschappelijkedebatten over de islam daarin af?Dit boek laat – met een focus op de identiteitsvorming - de leerkrachten en directieleden zelf aan het woord en probeert de verschillen in waarden, normen en gewoonten van binnenuit te duiden.Islamitische basisscholen blijken steeds meer aandacht te hebben voor de maatschappelijke context. Ook wordt inzichtelijk dat islamitische basisscholen zich van andere basisscholen onderscheiden vanwege hun interne diversiteit en de continue dialoog met die maatschappelijke context.Dit boek is een pleidooi voor genuanceerder denken over en handelen rond het islamitisch basisonderwijs in Nederland. Show less
Vetten, A.J. de; Schoonenboom, J.; Keijzer, R.; Van Oers, B. 2018
Teachers who engage primary school students in informal statistical inference (ISI) must themselves have good content knowledge of ISI (ISI-CK). However, little is known about how college education... Show moreTeachers who engage primary school students in informal statistical inference (ISI) must themselves have good content knowledge of ISI (ISI-CK). However, little is known about how college education for pre-service teachers can contribute to the development of their ISI-CK. To address this shortcoming, we used a case study to investigate ISI-CK development in a class of 21 pre-service primary school teachers who participated in a short intervention (180 min). Based on qualitative and quantitative analyses of the pretest, posttest and intervention data, the results suggest that most participants acknowledged it is possible to make uncertain inferences. An assignment to search the media for inferential claims seemed to create awareness regarding inference and the need to distinguish between a sample and a population. A simulation involving random sampling and varied sample size probably increased the participants’ knowledge of sampling variability and random sampling. No development was seen in the participants’ knowledge about sufficient sample sizes. The statistical investigation conducted by the participants during a model lesson may have strengthened their awareness of ISI, but it also revealed that many participants continued to favour distributed sampling over random sampling. Further research on belief formation with regard to data as evidence, sampling methods and the expression of uncertainty in the context of ISI is needed. Show less
