In this chapter, we discuss the education of secondary school mathematics teachers in the Netherlands. There are different routes for qualifying as a secondary school mathematics teacher. These routes target different student teacher populations, ranging from those who have just graduated from high school to those who have already pursued a career outside education or working teachers who want to qualify for teaching in higher grades. After discussing the complex structure this leads to, we focus on the aspects that these different routes have in common. We point out typical characteristics of Dutch school mathematics and discuss the aims and challenges in teacher education that result from this. We give examples of different approaches used in Dutch teacher education, which we link to a particular model for designing vocational and professional learning environments.We end the chapter with a reflection on the current situation.
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Special relativity theory (SRT) has recently gained popularity as a first introduction to “modern” physics thinking in upper level secondary physics education. A central idea in SRT is the absolute speed of light, with light propagating with uniform speed relative to the reference frame of the observer. Previous research suggests that students, building on their prior understandings of light propagation and relative motion, develop misunderstandings of this idea. The available research provides little detail on the reasoning processes underlying these misunderstandings. We therefore studied secondary education students’ preinstructional reasoning about the speed of light in a qualitative study, probing students’ reasoning through both verbal reasoning and drawing. Event diagrams (EDs) were used as a representational tool to support student reasoning. Results show that students productively use EDs to reason with light propagation. In line with previous research, we found two alternative reference frames students could use for uniform light propagation. Most students show a flexibility in their use of reference frame: They not only evaluate light propagation in their preferred frame of reference, but also relative to other frames. Some students experienced conflict between an alternative reference frame and the speed of light and changed their reasoning because of that. This finding suggests promising directions for designing education.
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Many students in secondary schools consider the sciences difficult and unattractive. This applies to physics in particular, a subject in which students attempt to learn and understand numerous theoretical concepts, often without much success. A case in point is the understanding of the concepts current, voltage and resistance in simple electric circuits. In response to these problems, reform initiatives in education strive for a change of the classroom culture, putting emphasis on more authentic contexts and student activities containing elements of inquiry. The challenge then becomes choosing and combining these elements in such a manner that they foster an understanding of theoretical concepts. In this article we reflect on data collected and analyzed from a series of 12 grade 9 physics lessons on simple electric circuits. Drawing from a theoretical framework based on individual (conceptual change based) and socio-cultural views on learning, instruction was designed addressing known conceptual problems and attempting to create a physics (research) culture in the classroom. As the success of the lessons was limited, the focus of the study became to understand which inherent characteristics of inquiry based instruction complicate the process of constructing conceptual understanding. From the analysis of the data collected during the enactment of the lessons three tensions emerged: the tension between open inquiry and student guidance, the tension between students developing their own ideas and getting to know accepted scientific theories, and the tension between fostering scientific interest as part of a scientific research culture and the task oriented school culture. An outlook will be given on the implications for science lessons.
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This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research (NWO), that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.
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This doctoral dissertation aims to address the challenges faced by physical education (PE) teachers in building an inclusive learning environment that promotes a physically active lifestyle among secondary school students. Although existing research offers useful empirical insights into addressing this complexity, successfully implementing these insights in the dynamic PE context remains challenging. It is recommended to develop tools that bridge the gap between theory and practice and provide guidelines for teachers to effectively embrace the diverse needs of students. Advancements in technology have created new opportunities for developing digital tools for CPD. In the field of PE, a variety of technologies (e.g., exergames, wearables) have been developed and are currently used. However, there is a scarcity of studies focusing on technology that primarily supports teachers in enhancing skills, knowledge, and expertise (i.e., CPD) rather than improving student learning. While the potential benefits of technological tools in PE have been recognized, their successful implementation remains complex. Therefore, this doctoral dissertation, grounded in the fields of social psychology, human-computer interaction (HCI), and design research, aims to (i) gain insights into the motivational perceptions and needs of students within secondary school PE, (ii) examine how the teacher can meet these motivational needs and (iii) explore how technology can be better utilized to support teachers in building an optimal motivational PE class climate. Therefore, the following research questions were formulated: 1. What are the differences and similarities in students’ motivational perceptions and needs in secondary school PE? 2. How can PE teachers meet the motivational needs of all students in secondary school PE? 3. What is the affordance of technology in supporting teachers in the PE context? The first study (chapter 2) focused on identifying distinct motivational profiles among secondary school students based on their perceptions of the PE environment. Building upon the first study, the second study (chapter 3) qualitatively examined students preferred motivational teaching strategies in secondary school PE. In our third study (chapter 4) we investigated the impact of potential motivating teaching strategies on students’ motivation in a secondary school PE context. These three studies yielded valuable insights into the motivational perceptions and needs of students in secondary school PE. It was demonstrated that students exhibit varied perceptions of the motivational climate in PE. However, despite these differences, it was discovered that students across different motivational profiles share similar motivational needs. Several teaching strategies within the dimensions of the TARGET framework were identified which are potentially beneficial for all secondary school students’ motivation. Yet, the implementation of these motivating TARGET teaching strategies in PE is challenging for teachers. Therefore, in the last two studies, we explored the affordance of technology in supporting teachers in the PE context. Study four (chapter 5) aimed to examine how the evidence-based theoretical TARGET framework for creating a motivating PE learning climate might be embedded into a digital professional development tool for PE teachers. A multidisciplinary team of researchers, designers, and end-users iteratively went through several phases of need identification, idea generation, designing, development, and testing. By using a participatory approach, the TARGET-tool for PE teachers was developed. In the fifth study (chapter six) we explored the applicability of the completed TARGET-tool in a secondary school PE context. The perceived usability of the tool was examined and we gained insights into the process of teachers’ professional development as a result of using the tool. In the last chapter (chapter 7), the main findings of the dissertation are discussed thematically in light of the overarching research questions and their empirical, methodological, and artefactual contributions. The three research questions are addressed to provide a comprehensive understanding of how to effectively support teachers in optimizing the motivational learning climate in secondary school PE and the potential facilitative role of technology in this process.
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The research issue in this study is how to structure collaborative learning so that it improves solving physics problems more than individual learning. Structured collaborative learning has been compared with individual learning environments with Schoenfeld's problem-solving episodes. Students took a pre-test and a post-test and had the opportunity to solve six physics problems. Ninety-nine students from a secondary school in Shanghai participated in the study. Students who learnt to solve problems in collaboration and students who learnt to solve problems individually with hints improved their problem-solving skills compared with those who learnt to solve the problems individually without hints. However, it was hard to discern an extra effect for students working collaboratively with hints - although we observed these students working in a more structured way than those in the other groups. We discuss ways to further investigate effective collaborative processes for solving physics problems.
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Introduction: Youth activity guideline compliance is generally low across most western countries and Dutch youth are no exception to this. Thirty-two percent of 4-11 year old boys and girls, and 15% of 12-17 year olds are currently meeting the physical activity (PA) guideline recommendations of one hour of daily moderate-to-vigorous PA (MVPA) (Hildebrandt, Ooijendijk, & Hopman Rock, 2008). Physical education (PE) has been attributed an important role in providing young people with physical activity (Kahn, et al., 2002). If sufficiently active, PE lessons could contribute to physical activity levels in youth. Therefore, the purpose of this study was to determine the overall intensity of Dutch primary and secondary school physical education (PE) lessons and the influence of various lesson characteristics on these intensity levels. Methods: Heart rates were measured using the Polar Team System in a nationally distributed sample of 913 students in 40 schools (20 primary schools and 20 secondary schools) in the Netherlands. A total of 106 lessons were assessed, with 10 students per class (5 boys and 5 girls) wearing a heart rate monitor for the duration of their PE class. Teachers were asked not to deviate from their regular PE program and to carry out their lessons as they had planned. None of the lessons had a specifically planned physical activity intensity focus. Results: Overall percentages lesson time in MVPA were 46.7% and 40.1% during primary school and secondary school PE respectively. Primary school students engaged in significantly more MVPA than did secondary school students (t (890) = 4.635, p<.001). Furthermore, results indicated a sharp decline in girls' PE intensity levels in secondary school, where boys were more active than girls (F (1,912) = 9,58, p<.01). Subsequent analyses of lesson content in secondary school students indicated that girls were less active during teamgames, but not during individual activities or lessons with a mixed subject (both teamgames and individual activities) (45.7% vs. 34.7% F (3,451) = 16.31, p<.001, figure 1). Discussion: Our results show that one PE lesson roughly accounts for one-third of the daily amount of physical activity as prescribed by activity guidelines. Furthermore, previous research has shown that by including lesson intensity as an additional lesson goal it is relatively simple to increase lesson intensity (Verstraete, Cardon, De Clercq, & De Bourdeaudhuij, 2007). Therefore, increasing lesson intensity combined with increasing the number of weekly PE lessons seems an effective strategy to increase youth physical activity through PE. However, given the curricular and time constraints in most schools, PE should not be seen as a stand-alone solution for combating inactivity. Combined with other school-based PA opportunities (active transport, active breaks) however, PE could make a meaningful contribution to daily PA in youth. Finally, the high prevalence of coeducational teamgames (61% of all lessons) in the Dutch secondary school PE curricula might prevent girls from attaining similar physical activity levels to boys during PE. Therefore, more research is needed on maximising secondary school girls' participation during teamgames.
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Given the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such digital tools into practice poses challenges. It requires adherence to CPD prerequisites and acknowledgment of the complexity of the professional development process. This study explored the applicability of the developed digital PE teacher professional development TARGET-tool in a secondary school PE context. We examined the perceived usability of this tool and gained insights into the process of teachers’ professional development as a result of using the tool. Ten PE teachers from different schools implemented the TARGET- tool within their PE context for a period of 4 to 6 weeks. Individual semi-structured inter- views and the System Usability Scale provided insights into the perceived usability and the process of teacher professional development. The TARGET-tool demonstrated its potential as an effective tool for supporting teachers’ professional development. Future tool improve- ments were identified to further optimize the perceived usability, such as simplifying com- plex features, providing additional support and resources, and improving (data) presenta- tions. Using the Interconnected Model of Professional Growth as a theoretical basis, it was demonstrated how the use of the TARGET-tool engages teachers as active and reflective participants in their professional development and induces changes within the external domain, the domain of practice, the domain of consequences, and the personal domain.
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We present the Stargazing Live! program comprising a planetarium experience and supporting lesson activities for pre-university physics education. The mobile planetarium aims to inspire and motivate learners using real telescope data during the experience. Learners then consolidate their learning by creating conceptual models in the DynaLearn software. During development of the program, content experts and stakeholders were consulted. Three conceptual model lesson activities have been created: star properties, star states and the fusion-gravity balance. The present paper evaluates the planetarium experience plus the star properties lesson activity in nine grade 11 and 12 classes across three secondary schools in the Netherlands. Learners are very positive about the planetarium experience, but they are less able to link the topics in the planetarium to the curriculum. The conceptual modelling activity improves the learners understanding of the causal relationship between the various stellar properties. Future work includes classroom testing of the star states and fusion-gravity balance lessons.
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In the wake of neo-liberal informed global trends to set performance standards and intensify accountability, the Dutch government aimed for ‘raising standards for basic skills’. While the implementation of literacy standards was hardly noticed, the introduction of numeracy standards caused a major backlash in secondary schools, which ended in a failed introduction of a high stakes test. How can these major differences be explained? Inspired by Foucault’s governmentality concept a theoretical framework is developed to allow for detailed empirical research on steering processes in complex systems in which many actors are involved in educational decision-making. A mixed-methods multiple embedded case-study was conducted comprising nine school boards and fifteen secondary schools. Analyses unveil processes of responsibilisation, normalisation and emerging dividing practices. Literacy standards reinforced responsibilities of Dutch language teachers; for numeracy, school leadership created entirely new roles and responsibilities for teachers. Literacy standards were incorporated in an already used instrument which made implementation both subtle and inevitable. For numeracy, schools distinguished students by risk of not passing the new test affirming the disciplinary nature of schools in the process. While little changed to address teachers main concerns about students’ literacy skills, the failed introduction of the numeracy test usurped most resources.
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