Natuurkunde en scheikunde practica in het nieuwe curriculum:leren onderzoeken of niet?

Dat leerlingen onderzoeksvaardigheden opdoen is in de nieuwe èxamenprogramma’s voor natuurkunde en scheikunde in het VO belangrijker geworden. Schoolpractica zijn vaak ‘kookboek’ achtig en daarmee niet geschikt om onderzoeksvaardigheden mee op te doen. De onderzoekers analyseerden de door lesmethoden aangeboden practica voor natuurkunde en scheikunde van zowel de oude als de nieuwe uitgaven op het doel van de practica: begripsverankering, apparatuur leren gebruiken of onderzoeksvaardigheden. Ook is de leerlingsturing in deze practica geanalyseerd: wat ligt vast; maken leerlingen eigen keuzes? Resultaten tonen dat nieuwe lesmethoden in de practica minder nadruk leggen op onderzoeksvaardigheden aanleren dan die behorende bij het vorige examenprogramma. Het onderzoek levert aanknopingspunten op over docentactiviteiten die helpen leerlingen aan de exameneis over onderzoeksvaardigheden te kunnen laten voldoen

Superhelden in de klas:Waar hoort Vibranium in het Periodiek Systeem?

Fictieve stoffen spelen regelmatig een belangrijke rol in superhelden strips en films. Superman verliest bijvoorbeeld zijn superkracht wanneer hij in aanraking komt met de stof kryptoniet. In de recente film Black Panther komt het metaal vibranium voor. In dit artikel beschrijven we een motiverende opdracht waarin met behulp van vibranium de chemische kennis van 6-vwo-leerlingen geactiveerd wordt

Analysing the physics learning environment of visually impaired students in high schools

Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp physics concepts, time and additional materials to support the learning process are key. Time for teachers to develop teaching methods for such students is scarce. Suggestions for changes to the learning environment and of materials used are given. Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp physics concepts, time and additional materials to support the learning process are key. Time for teachers to develop teaching methods for such students is scarce. Suggestions for changes to the learning environment and of materials used are given

Improving physics teaching materials on sound for visually impaired students in high school

\u3cp\u3eWhen visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a braille version of the physics textbook. Previously, we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. In this research we evaluate the use of a revised braille textbook, relief drawings and 3D models. The research focussed on the topic of sound in grade 10.\u3c/p\u3

Assessment of the anaerobic biodegradability of macropollutants

A variety of test procedures for determination of anaerobic biodegradability have been reported. This paper reviews the methods developed for determination of anaerobic biodegradability of macro-pollutants. Main focus is paid to the final mineralization of organic compounds and the methane potential of compounds. Hydrolysis of complex substrates is also discussed. Furthermore, factors important for anaerobic biodegradation are shortly discussed