Out-of-school science educational activities, such as school visits to a science center, aim at stimulating pupils’ science talent. Science talent is a developmental potential that takes the form of talented behaviors such as curiosity and conceptual understanding. This dissertation investigates whether and how out-of-school science activities contribute to the elicitation, emergence, and development of pupils’ science talent. The context of this thesis is the Northern Netherlands Science Network, an alliance of primary schools, out-of-school science facilities, the university of Groningen, and the Hanze University of Applied Sciences (www.wknn.nl). Interviews with the schools on their starting position showed that adequate communication between schools and out-of-school facilities is necessary to coordinate the participants’ educational goals. Secondly, the elicitation and expression of science talent was studied in the micro-interactions between pupils and their educator (classroom teacher or facility instructor). To do so, a multivariate coding scheme was developed to measure Pedagogical Content Knowledge expressed in real-time interaction (EPCK). The interaction shows a variable pattern over time. Sometimes episodes of high-level EPCK — so-called talent moments — emerge, in which talented pupil behavior in the form of pupils’ conceptual understanding, and talent elicitation by the educator in the form of open teaching focused on conceptual understanding, determine one another. These talent moments only occur in activities that were prepared in the classroom and with educators who were trained to evoke conceptual understanding. Under these conditions, out of school science activities can contribute to the elicitation and development of science talent in primary school pupils.AB - Out-of-school science educational activities, such as school visits to a science center, aim at stimulating pupils’ science talent. Science talent is a developmental potential that takes the form of talented behaviors such as curiosity and conceptual understanding. This dissertation investigates whether and how out-of-school science activities contribute to the elicitation, emergence, and development of pupils’ science talent. The context of this thesis is the Northern Netherlands Science Network, an alliance of primary schools, out-of-school science facilities, the university of Groningen, and the Hanze University of Applied Sciences (www.wknn.nl). Interviews with the schools on their starting position showed that adequate communication between schools and out-of-school facilities is necessary to coordinate the participants’ educational goals. Secondly, the elicitation and expression of science talent was studied in the micro-interactions between pupils and their educator (classroom teacher or facility instructor). To do so, a multivariate coding scheme was developed to measure Pedagogical Content Knowledge expressed in real-time interaction (EPCK). The interaction shows a variable pattern over time. Sometimes episodes of high-level EPCK — so-called talent moments — emerge, in which talented pupil behavior in the form of pupils’ conceptual understanding, and talent elicitation by the educator in the form of open teaching focused on conceptual understanding, determine one another. These talent moments only occur in activities that were prepared in the classroom and with educators who were trained to evoke conceptual understanding. Under these conditions, out of school science activities can contribute to the elicitation and development of science talent in primary school pupils.
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This dissertation aims to strengthen socioscientific issues (SSI) education by focusing on the resources available to students. SSI education is a type of science and citizenship education that supports students’ informed and critical engagement with social issues that have scientific or technological dimensions. This dissertation explores students’ SSI-related resources relevant to their engagement with SSI, such as their attitudes and social resources. The dissertation consists of four papers. The first is a position paper that introduces the concept of socioscientific capital and argues why it is important to pay attention to students’ resources in SSI-based teaching. The other three papers involve empirical, quantitative studies. Two questionnaires were developed that were used to investigate student differences regarding engagement with SSI: the Pupils’ Attitudes towards Socioscientific Issues (PASSI) questionnaire and the Use of Sources of Knowledge (USK) questionnaire. The final study is an exploration of the effects of SSI-based teaching on students’ attitudes toward SSI, considering socioscientific capital.
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Education for sustainable development (ESD) presents challenges to secondary science teachers. Characteristic aspects such as action-oriented teaching, stance-taking, interdisciplinary problem solving, and emotional and value-oriented teaching cause tensions for teachers accustomed to traditional science teaching. To help future science teachers face these challenges, understanding how these tensions are rooted in teaching visions is crucial. In the context of teacher education, this study aims to explain pre-service science teachers’ visions on these tension inducing aspects of ESD. Through a qualitative analysis of interviews and written reflections of ten participants in a course on ESD, we document beliefs and experiences that underlie their visions. A belief that supports teaching ESD is that education should contribute to a sustainable future. Prevalent beliefs that cause tensions with ESD are that education should not impose values; that one’s subject matter knowledge is insufficient; and that the scientific knowledge is unreliable. Experiences from the course that influence these beliefs, are confrontations with visions of peers, pupils, and professionals; exposure to ESD teaching practices; and inquiry into a socio-scientific issue, all of which alleviated tensions. Findings help teacher educators understand pre-service science teachers’ visions and provide suggestions for activities that foster vision development.
MULTIFILE
MUSE supports the CIVITAS Community to increase its impact on urban mobility policy making and advance it to a higher level of knowledge, exchange, and sustainability.As the current Coordination and Support Action for the CIVITAS Initiative, MUSE primarily engages in support activities to boost the impact of CIVITAS Community activities on sustainable urban mobility policy. Its main objectives are to:- Act as a destination for knowledge developed by the CIVITAS Community over the past twenty years.- Expand and strengthen relationships between cities and stakeholders at all levels.- Support the enrichment of the wider urban mobility community by providing learning opportunities.Through these goals, the CIVITAS Initiative strives to support the mobility and transport goals of the European Commission, and in turn those in the European Green Deal.Breda University of Applied Sciences is the task leader of Task 7.3: Exploitation of the Mobility Educational Network and Task 7.4: Mobility Powered by Youth Facilitation.
Aeres University of Applied Sciences has placed internationalisation as a key driver in its overall strategy. By prioritising the internationalisation of education and educational consultancy the university has created solid opportunities for students, lecturers, and partners at regional, national, and international levels. Currently, more strategic development on internationalisation in applied research at Aeres is needed. There is an opportunity to utilise highly proficient researchers, state-of-the-art facilities, and an impressive national research portfolio, and for this, there is a need to develop international research agenda, a key priority for AeresResearch4EU. To address this need, Aeres University of Applied Sciences aims to strengthen its internationalisation efforts with its research activities, opening the door to many opportunities, and most importantly, creating an international research agenda spanning the university's three locations. The main objectives of AeresResearch4EU are to analyse the existing research strategy and professorships and develop them towards a global research agenda for the European Union. By focusing on international research projects, Aeres can further enhance its reputation as a leading institution for applied research in agriculture, food, environment, and green technologies. AeresResearch4EU aims to create new partnerships and collaborations with researchers and institutions across Europe, allowing Aeres to contribute to developing innovative and sustainable solutions to global challenges. With its strong commitment to internationalisation and its focus on applied research, Aeres University of Applied Sciences is poised to become an essential player in the European research landscape.
Renewable energy, particularly offshore wind turbines, plays a crucial role in the Netherlands' and EU energy-transition-strategies under the EU Green Deal. The Dutch government aims to establish 75GW offshore wind capacity by 2050. However, the sector faces human and technological challenges, including a shortage of maintenance personnel, limited operational windows due to weather, and complex, costly logistics with minimal error tolerance. Cutting-edge robotic technologies, especially intelligent drones, offer solutions to these challenges. Smaller drones have gained prominence through applications identifying, detecting, or applying tools to various issues. Interest is growing in collaborative drones with high adaptability, safety, and cost-effectiveness. The central practical question from network partners and other stakeholders is: “How can we deploy multiple cooperative drones for maintenance of wind turbines, enhancing productivity and supporting a viable business model for related services?” This is reflected in the main research question: "Which drone technologies need to be developed to enable collaborative maintenance of offshore wind turbines using multiple smaller drones, and how can an innovative business model be established for these services? In collaboration with public and private partners, Saxion, Hanze, and RUG will research the development of these collaborative drones and investigate the technology’s potential. The research follows a Design Science Research methodology, emphasizing solution-oriented applied research, iterative development, and rigorous evaluation. Key technological building blocks to be developed: • Morphing drones, • Intelligent mechatronic tools, • Learning-based adaptive interaction controllers and collaborations. To facilitate the sustainable industrial uptake of the developed technologies, appropriate sustainable business models for these technologies and services will be explored. The project will benefit partners by enhancing their operations and business. It will contribute to renewing higher professional education and may lead to the creation of spin-offs/spinouts which bring this innovative technology to the society, reinforcing the Netherlands' position as a leading knowledge economy.
Centre of Expertise, onderdeel van Hogeschool iPabo, Amsterdamse Hogeschool voor de Kunsten, Avans Hogeschool, +3
Centre of Expertise, onderdeel van Hanze
