PCK is seen as the transformation of content knowledge and pedagogical knowledge into a different type of knowledge that is used to develop and carry out teaching strategies. To gain more insight into the extent to which PCK is content specific, the PCK about more topics or concepts should be compared. However, researchers have rarely compared teachers’ concrete PCK about more than one topic. To examine the content dependency of PCK, we captured the PCK of sixteen experienced Dutch history teachers about two historical contexts (i.e. topics) using interviews and Content Representation questionnaires. Analysis reveals that all history teachers’ PCK about the two contexts overlaps, although the degree of overlap differs. Teachers with relatively more overlap are driven by their overarching subject related goals and less by the historical context they teach. We discuss the significance of these outcomes for the role of teaching orientation as a part of PCK.
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[ENG] Water Nation is an artistic research project and short film exploring archival footage of the Institute of Sound & Vision of flooding in The Netherlands. Told from the artist’s perspective it is a reflection on how to connect and make climate change and the Dutch history around water and flooding palpable. Through artistic and AI experiments a short animated film was created. [NL] Water Nation is een artistiek onderzoeksproject en een korte film waarin archiefmateriaal van het Instituut voor Beeld & Geluid over overstromingen in Nederland is verwerkt. Vanuit het perspectief van de kunstenaar is het een reflectie op hoe klimaatverandering en de Nederlandse geschiedenis rond water en overstromingen invoelbaar kunnen worden gemaakt en met elkaar kunnen worden verbonden. Door middel van artistieke en AI-experimenten werd een korte animatiefilm gecreëerd.
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Historici denken traditioneel gezien in woorden. Daarbij zijn teksten als ‘primaire bronnen’ favoriet. Sterker nog, na een onderzoek vinden ze alleen het gene wat geschreven is belangrijk. Deze vorm van representatie (boeken en artikelen) is bij historici het meest geliefd. Zelfs bij presentaties zijn historici geneigd hun werk voor te lezen. Pas de afgelopen 20 jaar nemen historici de film als een representatievorm van de geschiedenis serieus. Toch meer in de vorm van studie en kritiek naar films door anderen gemaakt. Films worden niet vaak gekozen door historici om het verleden weer te geven. Het beeld van de historicus is dat van een schrijver. Hier kunnen we een tweedeling in maken, namelijk de literaire schrijver voor het grote publiek en de historicus met een wetenschappelijke en analytische stijl van schrijven. Staley geeft aan dat deze houding effecten heeft op de wijze waarop wij geschiedenis doorgeven aan onze studenten / leerlingen. Bij het toetsen worden vaak geschreven papers en essays gevraagd, daarnaast worden natuurlijk de tentamens afgenomen. De studenten leren te denken in zinnen, paragrafen en narratieve opstellen. De historici zitten in een tekstuele cultuur en dat in een tijd waarin multimedia zijn hoogtij viert. Staley heeft in het kader van zijn onderzoeken al vele geschiedenisdocenten gesproken. Wat hem opviel was dat een groot aantal docenten hun vraagtekens bij de kwaliteit van de multimediaprojecten plaatsten. In de praktijk betekende dit dat veel docenten multimedia liever achterwege hielden, vanwege de vorm en inhoud die in hun belevingswereld niet aansloot bij de academische cultuur.
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![· [Review of: M. Black, Staley, D.J. (2007). A heuristic for visual thinking in history. International Journal of Social Education 22. pp. 24-42]](https://publinova-harvester-content-prod.s3.amazonaws.com/thumbnails/files/previews/pdf/20250619195309588467.r_visual_thinking_in_history_-_recensie_Carlos_Garcia_Mu-thumbnail-400x300.png)
What options are open for peoplecitizens, politicians, and other nonscientiststo become actively involved in and anticipate new directions in the life sciences? In addressing this question, this article focuses on the start of the Human Genome Project (1985-1990). By contrasting various models of democracy (liberal, republican, deliberative), I examine the democratic potential the models provide for citizens' involvement in setting priorities and funding patterns related to big science projects. To enhance the democratizing of big science projects and give citizens opportunities to reflect, anticipate, and negotiate on newdirections in science and technology at a global level, liberal democracy with its national scope and representative structure does not suffice. Although republican (communicative) and deliberative (associative) democracy models meet the need for greater citizen involvement, the ways to achieve the ideal at a global level still remain to be developed.
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Summary of the article on the visit to Ukraine by students and teachers of the Secondary Teacher Training College Sittard (Part of Fontys University of Applied Sciences), by Maurice Heemels. In march 2009 a delegation of students and teachers of the Secondary Teacher Training College Sittard visited Ukraine. Their goal was to learn about the Holocaust in Ukraine between 1941 and 1944 and to experience how Ukrainian teachers deal with this topic in school nowadays. The delegation learned that teaching Ukrainian children about the Holocaust in their country is still in an early stage. But that can be seen a very positive, because for many years the Holocaust was a 'forbidden topic'. During the Soviet years talking and writing about the Holocaust was almost impossible and even after Ukraine had become independent (1991) it was rather unusual to do so. One of the other reasons why the Holocaust was rarely spoken about, was probably the fact that many Ukrainians had supported the German occupants in persecuting their Jewish neighbours. As a matter of fact, the persecution of Jews in Eastern parts of Europe was even more inhumane and violent than in Western Europe. Ukraine is full of places connected with this horrible part of its history. Until recently many Ukrainians, especially younger ones, didn't even seem to know the meaning of the word 'Holocaust' itself. Since a few years however, Ukrainian and foreign historians have begun to write about this almost unknown part of the Ukrainian history. And in schools, teachers have carefully begun to tell their students about it. Ukrainian history teacher Olexandr, 'Sacha' Voytenko travels through his immense country to inspire his colleagues in teaching about the Holocaust. In a quite impressive workshop he showed our delegation several ways 'to do it'. The time spent in Ukrainian classrooms on the topic is still relatively small, but can - regarding the past years of 'absolute silence' - be seen as an important break-through. The article will be published in: Kleio, Tijdschrift van de Vereniging van docenten Geschiedenis en staatsinrichting in Nederland (Dutch association of teachers and students of history), volume 7, november 2009.In maart van dit jaar bezochten studenten geschiedenis en docenten van de Fontys Lerarenopleiding Sittard Oekraïne. Ze deden dat samen met andere Nederlandse en Belgische studenten en docenten om meer te weten te komen over de Holocaust in het land en de omgang met dit pijnlijke thema in het Oekraïense geschiedenisonderwijs. Dit artikel is een verslag van de bevindingen van de Limburgse delegatieleden.
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Business decisions and business logic are an important part of an organization’s daily activities. In the not so near past they were modelled as integrative part of business processes, however, during the last years, they are managed as a separate entity. Still, decisions and underlying business logic often remain a black box. Therefore, the call for transparency increases. Current theory does not provide a measurable and quantitative way to measure transparency for business decisions. This paper extends the understanding of different views on transparency with regards to business decisions and underlying business logic and presents a framework including Key Transparency Indicators (KTI) to measure the transparency of business decisions and business logic. The framework is validated by means of an experiment using case study data. Results show that the framework and KTI’s are useful to measure transparency. Further research will focus on further refinement of the measurements as well as further validation of the current measurements.
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Many, many comparisons have been drawn in recent years between the current rise of (right-wing) populism and the financial crisis of 2008 that shook and continues to shake Europe to its core, and the tumultuous and horrifying events of the 1930s, which in the end resulted in the Second World War. A number of recent studies which (partially) focus on this decade carry ominous titles like To Hell and Back, The Age of Catastrophe and The Triumph of the Dark. Referred to by some historians as the second Thirty Years’ War, the period from the First World War to the end of the Second still continues to draw much academic and indeed public attention. In many cases, Germany deservedly plays a central role in the analysis, either in the form of the Kaiserreich or the ill-fated Weimar Republic and, of course, Nazi Germany. The five books under review here discuss European history between 1914 and 1950 in general, and that of Germany in particular, in this period. What do these books tell us about Europe’s and Germany’s path in the first half of the twentieth century, and what new insights do they provide? https://doi.org/10.1177/0265691418777981 LinkedIn: https://www.linkedin.com/in/martijn-lak-71793013/
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The relationship between race and biology is complex. In contemporary medical science, race is a social construct that is measured via self-identification of study participants. But even though race has no biological essence, it is often used as variable in medical guidelines (e.g., treatment recommendations specific for Black people with hypertension). Such recommendations are based on clinical trials in which there was a significant correlation between self-identified race and actual, but often unmeasured, health-related factors such as (pharmaco) genetics, diet, sun exposure, etc. Many teachers are insufficiently aware of this complexity. In their classes, they (unintentionally) portray self-reported race as having a biological essence. This may cause students to see people of shared race as biologically or genetically homogeneous, and believe that race-based recommendations are true for all individuals (rather than reflecting the average of a heterogeneous group). This medicalizes race and reinforces already existing healthcare disparities. Moreover, students may fail to learn that the relation between race and health is easily biased by factors such as socioeconomic status, racism, ancestry, and environment and that this limits the generalizability of race-based recommendations. We observed that the clinical case vignettes that we use in our teaching contain many stereotypes and biases, and do not generally reflect the diversity of actual patients. This guide, written by clinical pharmacology and therapeutics teachers, aims to help our colleagues and teachers in other health professions to reflect on and improve our teaching on race-based medical guidelines and to make our clinical case vignettes more inclusive and diverse.
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