Engaging students in the study of physics : an investigation of physics teachers__ belief systems about teaching and learning physics

This doctoral thesis comprises two questionnaire studies and two small-scale interview studies on the content and structure of physics teachers__ belief systems. The studies focused on teachers__ beliefs about the goals and pedagogy of teaching and learning physics, and the nature of science. The samples consisted of physics teachers working at secondary schools in the Netherlands (students aged 12-18). The questionnaire studies showed that, on average, teachers__ belief systems about teaching and learning physics were composed of interrelated beliefs about the goals of physics education and more or less distinct beliefs about teacher-regulated learning, student-regulated learning and knowledge construction, and the nature of science. The interview studies showed that teachers differed in their priorities concerning the goals of physics education, as well as the extent to which their beliefs about the pedagogy of teaching and learning physics reflect student-regulated learning. No clear relationship was found between beliefs about the nature of science and beliefs about the goals and pedagogy of physics education. The main conclusions are discussed by paying attention to theoretical perspectives such as pedagogical content knowledge (PCK) and practical knowledge. The practical implications for teacher education and professional development emphasize the importance of building an explicit professional rationale.UBL - phd migration 201

Engaging students in the study of physics : an investigation of physics teachers' belief systems about teaching and learning physics

This doctoral thesis comprises two questionnaire studies and two small-scale interview studies on the content and structure of physics teachers__ belief systems. The studies focused on teachers__ beliefs about the goals and pedagogy of teaching and learning physics, and the nature of science. The samples consisted of physics teachers working at secondary schools in the Netherlands (students aged 12-18). The questionnaire studies showed that, on average, teachers__ belief systems about teaching and learning physics were composed of interrelated beliefs about the goals of physics education and more or less distinct beliefs about teacher-regulated learning, student-regulated learning and knowledge construction, and the nature of science. The interview studies showed that teachers differed in their priorities concerning the goals of physics education, as well as the extent to which their beliefs about the pedagogy of teaching and learning physics reflect student-regulated learning. No clear relationship was found between beliefs about the nature of science and beliefs about the goals and pedagogy of physics education. The main conclusions are discussed by paying attention to theoretical perspectives such as pedagogical content knowledge (PCK) and practical knowledge. The practical implications for teacher education and professional development emphasize the importance of building an explicit professional rationale.UBL - phd migration 201

Towards a knowledge base for using ICT to foster early literacy development: A review study

Belo, N., McKenney, S. & Voogt, J. (2013). Towards a knowledge base for using ICT to foster early literacy development: A review study. Paper presentation at the annual meeting of the European Association for Research on Learning and Instruction. August 27-31, Munich.and Instruction. August 27-31, Munich.A review study was conducted to describe the knowledge and skills teachers need for designing, organizing, and adapting technology-rich learning environments for fostering early literacy development in the kindergarten classroom. The sample consisted of 46 articles that reported on the affordances of technology in relation to kindergartners’ early literacy development. The review included studies on electronic books, computer-based training programs, technology-based curriculum supplements, technology-rich literacy curricula, assistive technology, and other educational media and sources for technology-rich literacy education. The findings report on the effects of technology and ict-applications on (aspects of) children’s early literacy development including emergent reading and writing skills. The conclusions and discussion section focuses on the kind of evidence these studies provide in light of teachers’ knowledge base for using technology and ict in early literacy education