Mirna van Vught, Simone Poppelaars, Stef van de Meugheuvel en Yff verstraten, studenten Podotherapie en Orthopedische (schoen)technologie aan Fontys Paramedische Hogeschool in Eindhoven, zijn in juli jl. van Noord- naar Zuid-Vietnam gereisd om zich te verdiepen in de Aziatisch orthopedische schoenmakerswereld. Ze hebben studenten uit heel Azië ontmoet, bezochten de schoenmakersopleiding in Hanoi, reisden een dag mee met het mobiele protheseteam van de Leprastichting, liepen stage in een schoenwerkplaats en leerden alles over voetproblemen in Azië. Deze studiereis is onderdeel van het project 'These shoes are made for walking.'
The gendered achievement in physics always bothers high school teachers, especially when problem-solving learning is involved. The lag in female students’ learning achievement in physics is reflected by the low enrolment of females in physics-related subjects at grade 12. For years, the most common method adopted by teachers was to instruct female students using repetitious exercises.
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Learning theories broadly characterised as constructivist, agree on the importance to learning of the environment, but differ on what exactly it is that constitutes this importance. Accordingly, they also differ on the educational consequences to be drawn from the theoretical perspective. Cognitive constructivism focuses on the active role of the learner, and on real-life learning. Social-learning theories, comprising the socio-historical, socio-cultural theories as well as the situated-learning and community-of-practice approaches, emphasise learning as being a process within and a product of the social context. Critical-learning theory stresses that this social context is a man-made construction, which should be approached critically and transformed in order to create a better world. We propose to view these different approaches as contributions to our understanding of the learning-environment relationship, and their educational impact as questions to be addressed to educational contexts.
