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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Medium-sized cities across Europe are increasingly and actively attracting skilled migrants. How can these cities best manage the challenges of internationalisation? That is to say: How can they attract, facilitate and integrate skilled migrants, enabling them to contribute to the regional culture and economy, while still serving their local populations and maintaining social cohesion?In this volume, we combine academic findings with policy reflections to provide a uniquely interdisciplinary guide for academics, policy makers and professionals in local governments, universities, HRM departments, for successfully co-ordinated international talent management.
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Creating and testing an innovative HRM VR service: “Experience your first day at work” for AEGON Realizing and testing a Virtual Reality (VR) world based on the Aegon candidate journey, in order to provide candidates with a unique and innovative Aegon experience. In doing so, turn the Aegon application journey into a memorable experience and attract new types of employees. Aegon deals with a sector in which it is difficult to attract new type of young talent employees. Aegon is optimizing the ‘Aegon candidate experience journey’ to get the best candidates and let them feel being part of Aegon as from the start. To do this, it is important that Aegon digitally captures all important experience moments in the journey. The solution was to ‘Experience a day at Aegon in VR’. Creating an enriching Aegon customer experience journey, by means of real-time CG VR and 360o movies, so that candidates feel like having worked at Aegon. A cinematic based building experience is created in which a water based surrounding will slowly become the main hall of the Aegon building (experience the beauty and size of the main hall). In the building the candidate can access different 360O picture and movie experiences of important candidate touchpoints and feel present among Aegon staff. Research showed the added value of a VR experience compared to traditional media experiences.
