Teacher roles during amusement park visits – insights from observations, interviews and questionnaires

Amusement parks offer rich possibilities for physics learning, through observations and experiments that illustrate important physical principles and often involve the whole body. Amusement parks are also among the most popular school excursions, but very often the learning possibilities are underused. In this work we have studied different teacher roles and discuss how universities, parks or event managers can encourage and support teachers and schools in their efforts to make amusement park visits true learning experiences for their students

Selected papers on Hands-on Science II

This second volume of the "Selected Papers on Hands-on Science" the Hands-on Science Network is publishing, reunites some of the most relevant works presented at the 2008, 2009, 2010 and 2011 editions of the annual International Conference on Hands-on Science. From pre-school science education to lifelong science learning and teacher training, in formal non-formal and informal contexts, the large diversified range of works that conforms this book surely renders it an important tool to schools and educators and all involved in science education and on the promotion of scientific literacy.info:eu-repo/semantics/publishedVersio

Exploring the collaboration between Zambian technical education, vocational and entrepreneurship training institutions and industry

Thesis (PhD (Education Management, Law and Policy))--University of Pretoria, 2023.Owing to manifold mismatches between the skills produced by TEVET institutions and the skills required by the labour industry, this study explored the collaboration between the Zambian Technical Education, Vocational and Entrepreneurship Training (TEVET) institutions and industry in enhancing skills development. Zambian policy documents on education suggest that there must be successful linkages between skills development stakeholders but do not suggest how these linkages must be developed and maintained. Additionally, the evolving technologies demand that skills providers constantly contact the industry to fully understand their ever-changing labour needs. Therefore, this phenomenological study aimed to generate literature that may inform policy development to guide meaningful collaborations between TEVET stakeholders. The generation of literature was achieved by exploring the existing collaborative activities, factors affecting successful collaboration, existing policies on skills development and the importance of collaboration between TEVET stakeholders. This study used a qualitative methodology to collect data on collaboration between TEVET institutions and industry. Specifically, hermeneutic, also known as interpretive phenomenology, advanced by Martin Hie-Degger was used to explore collaboration experiences as lived by selected participants in the study. Face-to-face interviews and online focus group discussions were utilised to collect data. These strategies allowed me to explore the in-depth perceptions, understanding and feelings of those people at the centre of the collaboration. A purposive sampling strategy was utilised to select participants as it guarantees the selection of the most relevant participants. The sample consisted of knowledgeable individuals who were directly involved in the collaboration and willing to share their experiences. The study revealed relevant issues affecting successful collaboration between TEVET institutions and the industry. It helped identify the crucial roles of TEVET graduate employers, institutional administrators, and policy developers in enhancing skills development whilst coping with the ever-changing technologies and labour needs. The study underscored the importance of sufficient guidelines, benefits, incentives, communication, transparency, and commitment in enhancing educational interactions. The study concluded that successful collaboration between training institutions and industry is crucial in the generation of the quality skills required to meet the ever-changing demands of the labour industry.University of Pretoria doctoral BursaryCanon Collins Trust - Ros Moger and Terry Furlong GroupEducation Management and Policy StudiesPhD (Education Management, Law and Policy)UnrestrictedFaculty of Educatio