This study analyze data from three national contexts in which teachers worked with the same teaching materials and inquiry classroom activities, investigating teachers’ use of strategies to promote interaction and scaffolding when participating in a professional development program. The data material is collected from three case studies from the Netherlands, Norway, and Sweden, respectively. Each case is from a teaching unit about green plants and seed sprouting. In one lesson in this unit, students were involved in planning an experiment with sprouting seeds, and this (similar) lesson was videotaped in three national settings. The main research question is, as follows: How do primary teachers use questions to scaffold conceptual understanding and language use in inquiry science activities? The data analysis shows that teachers ask different kind of questions such as open, closed, influencing and orienting questions. The open, orienting questions induce students to generate their own ideas, while closed orienting and influencing questions often scaffold language and content-specific meaning-making. However, both open, closed, orienting and influencing questions can scaffold student language and conceptual understanding. Often, teacher questions scaffold both language content-specific meaning-making at the same time. The study shows the subtle mechanisms through which teachers can use questions to scaffold student science literacy and thereby including them in classroom interaction.
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In the course of our supervisory work over the years, we have noticed that qualitative research tends to evoke a lot of questions and worries, so-called frequently asked questions (FAQs). This series of four articles intends to provide novice researchers with practical guidance for conducting high-quality qualitative research in primary care. By ‘novice’ we mean Master’s students and junior researchers, as well as experienced quantitative researchers who are engaging in qualitative research for the first time. This series addresses their questions and provides researchers, readers, reviewers and editors with references to criteria and tools for judging the quality of qualitative research papers. This second article addresses FAQs about context, research questions and designs. Qualitative research takes into account the natural contexts in which individuals or groups function to provide an in-depth understanding of real-world problems. The research questions are generally broad and open to unexpected findings. The choice of a qualitative design primarily depends on the nature of the research problem, the research question(s) and the scientific knowledge one seeks. Ethnography, phenomenology and grounded theory are considered to represent the ‘big three’ qualitative approaches. Theory guides the researcher through the research process by providing a ‘lens’ to look at the phenomenon under study. Since qualitative researchers and the participants of their studies interact in a social process, researchers influence the research process. The first article described the key features of qualitative research, the third article will focus on sampling, data collection and analysis, while the last article focuses on trustworthiness and publishing.
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Rationale: In this study, we aimed to explore how dietitians’ history-taking questions function during dietary counseling of clients with malnutrition (risk). Fruitful functioning of history-taking questions during the problem identification phase is crucial for dietitians to develop a client-centered dietary treatment plan.Methods: Using discursive psychology, we analyzed the problem identification phase of recorded dietitian-client conversations of 7 dietitians and 17 clients. Discursive psychology is a qualitative, inductive methodology that is used to analyze real-life conversations. Discursive psychology focuses on how descriptions in talk (including wording, intonation, pauses, non-verbal behavior) accomplish actions such as presenting oneself in a particular way.Results: Our analysis shows how, in response to dietitians’ history-taking questions, clients repeatedly demonstrate that they have already made some effort to self-help. Typically, these history-taking questions presume some biopsychosocial factor as the cause of the dietary problems discussed. In response, clients show they already started to eat extra, closely monitored their body weight, and tried to eat despite having no appetite. In addition, clients account for the absence of efforts by claiming various kinds of inability, such as facing difficulties in preparing food for oneself or by questioning whether their underlying medical condition caused the diet-related problem in the first place.Conclusion: This study shows that history-taking questions not only elicit answers with factual information but also evoke clients’ self-presentations. Responses from dietitians show little attention to the relevance of these self-presentations,while clients treat self-help as a normative requirement to demonstrate they have done everything they can before they sought professional help. To optimize the problem identification phase, we suggest that in addition to conversationaltechniques dietitians could increase their attention to clients’ actions performed.
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Questions & Action (multiple days) with the music industry on the topic of cigarete waste.
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Full text beschikbaar met een HU-account. This volume poses a series of key questions about the practice of probation as an integral part of the European criminal justice system. The contributors are established experts in their respective fields of study and together their questions address the legitimacy, and perhaps continued existence, of probation. The book offers analyses of why people offend and stop offending, and the wide ranging impacts of probation. This includes the impact on offenders' social reintegration, as a form of reparation for victims and communities, on public desire for justice and punishment, and on probationers themselves. The contributors further assess the state of probation and its adaptation to the current state of penality and society, the role of probation officers in pre-sentencing decision-making and the promotion of community sanctions and measures. By providing important recommendations and suggestions for application to practice, the book will be of great interest to academics, students, policy makers and practitioners alike.
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In this chapter, we present a perspective on the professionalisation of students in higher vocational education, which relates their life orientation to professional and societal values and beliefs. In a teaching programme at HU UAS Utrecht, inspired by Biesta’s notion of a pedagogy of interruption, students are prompted to articulate personal answers to philosophical and existential questions about the good life and doing good work, to prepare them for becoming reflective professionals. The concept of life orientation primarily draws on the narrative philosophies of Ricoeur and Taylor. These two philosophers relate ethics to identity, and describe how answers to moral and existential questions are a part of identity formation. Dialogical Self Theory helps us to understand how personal values interfere with professional and societal beliefs. We present two cases about a critical professional situation which bring students to reflection, and show how students’ life orientations influence their professional decisions within different contexts.
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This poster is the result of a student-led project that explored which questions could be asked to conduct inclusive research. The poster presents the main insights of the research and invites the viewer to a microsoft teams environment for further exchange of resources and insights.
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We investigate whether the automatic generation of questions from an ontology leads to a trustworthy determination of a situation. With our Situation Awareness Question Generator (SAQG) we automatically generate questions from an ontology. The experiment shows that people with no previous experience can characterize hectic situations rather fast and trustworthy. When humans are participating as a sensor to gather information it is important to use basic concepts of perception and thought.
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Erasmus Plus project SUSWELL aims to improve Health and Well-being in Kosovo and other Eastern European countries. We asked projectleader Paul Beenen from Hanzehogeschool Groningen / Hanze University of Applied Sciences Groningen 4 main questions about his drive and motivation for SUSWELL.
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To help the cities realise their positive energy districts, the Atelier project includes a capacity building programme, in which professionals in the partner cities can learn from each other and experts how to make their ambitions come true. Amsterdam University of Applied Sciences is one of the partners to design the training, learning, and coaching activities. Here are five hard questions to give an impression on what kind of knowledge and expertise is needed.
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