The development of an RME-based geometrycourse for Indonesian Primary schools

The aim of this study was to develop and implement a valid, practical, and effective RME-based geometry course for Indonesian primary schools using design research approach. The research activities were divided into three stages namely front-end analysis, prototyping stage, and assessment stage that were conducted in a four year period. The focus of the chapter is to present detail and rational regarding the three stages. The result of the study was a high quality RME-based geometry course for teaching geometry at grade 4 in Indonesian primary school consisted of teacher's guide and student book. In the products lies the local instructional theory for teaching geometry that was effective for improving pupils' understanding, reasoning, activity, creativity, and motivation

The development of an RME-based geometrycourse for Indonesian Primary schools

The aim of this study was to develop and implement a valid, practical, and effective RME-based geometry course for Indonesian primary schools using design research approach. The research activities were divided into three stages namely front-end analysis, prototyping stage, and assessment stage that were conducted in a four year period. The focus of the chapter is to present detail and rational regarding the three stages. The result of the study was a high quality RME-based geometry course for teaching geometry at grade 4 in Indonesian primary school consisted of teacher's guide and student book. In the products lies the local instructional theory for teaching geometry that was effective for improving pupils' understanding, reasoning, activity, creativity, and motivation

Multistage Zeeman deceleration of atomic and molecular oxygen

Multistage Zeeman deceleration is a technique used to reduce the velocity of neutral molecules with a magnetic dipole moment. Here we present a Zeeman decelerator that consists of 100 solenoids and 100 magnetic hexapoles, that is based on a short prototype design presented recently [Phys. Rev. A 95, 043415 (2017)]. The decelerator features a modular design with excellent thermal and vacuum properties, and is robustly operated at a 10 Hz repetition rate. This multistage Zeeman decelerator is particularly optimized to produce molecular beams for applications in crossed beam molecular scattering experiments. We characterize the decelerator using beams of atomic and molecular oxygen. For atomic oxygen, the magnetic fields produced by the solenoids are used to tune the final longitudinal velocity in the 500 - 125 m/s range, while for molecular oxygen the velocity is tunable in the 350 - 150 m/s range. This corresponds to a maximum kinetic energy reduction of 95% and 80% for atomic and molecular oxygen, respectively.Comment: Latest version as accepted by Physical Review

Pedagogy and ICT in an Information Society: Perspectives from International Comparative Studies

Rapid social changes brought about by technological advances and globalization have made impacts on the goals and processes of education both in terms of national/regional policies and classroom practices in many countries around the world. The roles and impacts of ICT use in the classroom have taken on different dimensions in the context of these global changes since the 1990s. The IEA (International Association for the Evaluation of Educational Achievement, which is holding its 48th General Assembly in Hong Kong from October 8-11) has launched since 1997 a series of several modular comparative studies under the title SITES (Second International Technology in Education Study). So far, three modules have been conducted in more than 20 systems around the world to investigate: (1) the status of ICT use in schools around the world (SITES M1) through a survey of schools, (2) how the integration of learning technologies into the teaching and learning processes have enabled deep content, sophisticated pedagogy and impressive student outcomes and the contextual factors for their sustainability and transferability through in-depth case studies (SITES M2), and (3) pedagogical practices and the use of ICT by science and mathematics teachers and the contextual factors at school and system levels that may influence them through a survey of schools and teachers (SITES 2006). The speakers for this seminar are researchers who have played important leadership roles in the three SITES studies. Professor Plomp will start this seminar by reflecting on and discussing this topic from the curriculum perspective (how the notion of "good education" differs in an information society from that in an industrial society), change perspective (how introducing ICT to enhance education can be looked at as a process of change) and international perspective (how findings from the IEA (International Association for the Evaluation of Educational Achievement) SITES (Second International Technology in Education Study) Modules 1 & 2 studies inform us about what changes may take place when schools and teachers try to renew teaching and learning through the use of ICT). Dr. Hans Pelgrum has been leading the school survey component of SITES2006 study. He will focus his presentation on tentative outcomes and potential implications from the study in relation to school conditions for pedagogy and ICT. Professor Nancy Law will present tentative findings on the general pedagogical practices of teachers and how these relate to their use of ICT in classrooms. She will also present preliminary findings from analysis that explores the relationship between teachers’ personal characteristics and school contextual factors on their pedagogical use of ICT.Prof. Tjeerd Plomp (1938) is emeritus professor of education of the University of Twente in Enschede, the Netherlands, where he served as Dean of the Faculty of Educational Science and Technology from 1982 till 1985 and as chair of the Department of Curriculum (from 1990 till 1998). He was chair of IEA, the International Association for the Evaluation of Educational Achievement, from 1989 - 1999. In the IEA he served as chair for the 'Computers in Education' study (Comped), the Third International Mathematics and Science Study (TIMSS) and the IEA Second International Technology in Education Study (SITES). At present he is study director of the IEA SITES2006 study, a survey of schools and (math and science) teachers on pedagogical approaches and the use of ICT in it (with data collection in 2006). His research interests are educational design and design research, international comparative research, and information technology in the curriculum and teacher education.published_or_final_versionCentre for Information Technology in Education, University of Hong Kon

Development Research in/on Educational Development

In the practice of education, much design and development activities are taking place: curriculum development, instructional design, multimedia design, textbook development, etc. However, there is not much knowledge about how to design and develop, neither about criteria for the outcomes of design and development activities. Development research is a problem oriented, interdisciplinary research approach aimed at reducing uncertainty of design decisions, generating concrete recommendations for quality improvement and testing general design principles. This seminar will address the why, what, where, and how of development research, and will discuss the type of results that can be expected, as well as a number of problems and dilemmas and challenges.Tjeerd Plomp (1938) is since 1981 professor of education at the Faculty of Educational Science and Technology of the University of Twente in Enschede, the Netherlands, where he served as Dean from 1982 till 1985 and as chair of the Department of Curriculum (from 1990 till 1998). He was chair of IEA, the International Association for the Evaluation of Educational Achievement, from 1989 - 1999. In the IEA he served as chair for the 'Computers in Education' study (Comped) and the Third International Mathematics and Science Study (TIMSS). At present he is co-chair of the IEA Second International Technology in Education Study (SITES). He received in 1996 a honorary doctorate in psychology and pedagogical sciences of the University of Gent, Belgium, and was appointed in 1999 as honorary member of the IEA. Tjeerd Plomp is (co-)author of three books and co-editor of several books and conference proceedings; among them 'International Encyclopedia of Educational Technology (2nd edition, 1996) Oxford: Elsevier Publishers (co-editor Don Ely); 'Policies and Practices on Computers in Education' (1996), Kluwer Academic Publishers (co-editors Ron Anderson and Georgia Polydorides), and 'Classical writings on instructional technology' (1996), Libraries Unlimited (co-editor Don Ely).published_or_final_versionCentre for Information Technology in Education, University of Hong Kon

Design research in mathematics education : the case of an ict-rich learning arrangement for the concept of function

The concept of function is a central but difficult topic in secondary school mathematics curricula, which encompasses a transition from an operational to a structural view. The question in this paper is how to design and evaluate a technology-rich learning arrangement that may foster this transition. With domain-specific pedagogical knowledge on the learning of function as a starting point, and the notions of emergent modeling and instrumentation as design heuristics, such a learning arrangement was designed for grade 8 students and field tested. The results suggest that these design heuristics provide fruitful guidelines for the design of both a hypothetical learning trajectory and concrete tasks, and can be generalized to other design processes