The research in this dissertation aims to investigate the acquisition of students’ science skills in grades 5 and 6 of primary education in the Netherlands. In most primary science classes, science skills are mainly taught by way of conducting investigations. However, prior research indicates that explicit instruction and separate skills training may be more effective. In this dissertation, four studies are discussed. In the first study, an instructional framework was developed based on a categorization of science skills into thinking skills, science-specific skills and metacognitive skills. This instructional framework was used to develop lessons using systematic instruction aimed at the development of these different skills. The second study describes the development and psychometric quality of the measurement instruments in order to examine the acquisition and transfer of science skills. Two paper-and-pencil tests, three performance assessments and two questionnaires were used for this purpose. In a third study, the effects of two experimental conditions were evaluated, following an experimental pretest-posttest design: a condition with explicit instruction and a condition in which all aspects of explicit instruction were absent. Students in both conditions received an 8-week intervention and were compared to students in a baseline condition who followed their regular science curriculum. The fourth study addresses the use of performance assessments as a diagnostic tool for science teachers. In general, the results indicate that the measurement instruments can be used to reliably measure science skills. Findings also show that explicit instruction facilitates acquisition and transfer of science skills.
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AIMS: The Canadian Occupational Performance Measure (COPM) can be used to support children to clarify their needs themselves. However, for pediatric occupational therapists it is not sufficiently clear how to effectively use the COPM with children from 8 years of age.This study aimed to formulate specific instructions for using the COPM with children themselves, based on the experience of children, parents, and occupational therapists. In addition, professional consensus on the instructions was reached.METHODS: A multi-stage approach was used to develop the instructions. Triangulation of methods was used to gather knowledge of how the COPM with children themselves is performed in daily practice: interviews with 23 children, questionnaires completed by 30 parents, interviews with 13 therapists, and 10 video recordings of COPM administration. Specific instructions were derived from this knowledge and consensus for these instructions was reached by Delphi method.RESULTS: The data were analyzed and resulted in 40 specific instructions. Consensus of at least 80% amongst 10 occupational therapists, who regularly use the COPM with children, was achieved on each instruction.CONCLUSION: There is consensus on 40 specific instructions for administering the COPM with children. Following these instructions might help children to formulate their own goals for intervention.
MULTIFILE
Teaching history requires clear, detailed and subject specific language. History teachers teaching in a second language are confronted with students' second language limitations, which likely have an aggravating impact on their application of pedagogical content knowledge (PCK). We analysed and compared 12 Dutch spoken and 12 English spoken paired history lessons in junior grades 7 and 9. Contrary to our expectation, we found a strong similarity of the teachers’ PCK application in both grades 7 and 9, irrespective of the used language. The PCK application in both grades and languages was of average quality, while the PCK used in grade 9 was more advanced.
