Voogt, Joke

English

University of Twente Research Information

seEuropean ConferenceonEducational ResearchBOOK OFSUMMARIESVolume 1University of TwenteThe NetherlandsJune 22 - 25, 1992ICOLOFONEditors:Tjeerd PlompJules PietersAndries FeterisEditorial assistance:Harmen AbmaJeroen BremanConny de KoningOlivia KramersRenate SchraaCover:Hanna SnijderPrint:DuoprintUniversity of TwenteDepartment of EducationP.O. Box 2177500 AE EnschedeISBN 90-365-0534-8Copyright CO 1992 by Department of Education, University of Twente4Teacher perceptions of the characteristics of the materials and their use appearednot to be completely parallel to the students'perceptions and their writing achievements, measured in the effect study.COURSEWARE CHARACTERISTICS AND THE TEACHERJoke M. Voogt, Department of Education, University ofTwente, Enschede, the NetherlandsIn the 'Computerassisted lab work project' the computer has been used as a toolfor collecting and displaying data during students' lab work. The courseware, acomprehensive set of laboratory exercises on 'Heat and Temperature', a studenttextbook and a teacher guide, intended to Improve students' inquiry skills,particularly interpreting graphs and drawing conclusions. The coursewarepromoted handson learning experiences. It was supposed that most teachersparticipating In the project were not used to handson learning. So the teacherguide payed special attention to recommendations for coaching students whilelearning by experience.Good lad et al. (1979) proposed a typology for different manifestations of thecurriculum: Ideal, formal, perceived, operational and experiential. In thesymposium characteristics of the courseware (the formal curriculum) whichpositively or negatively influence the desired planning and coaching behaviour ofteachers (considered critical in the operational curriculum) will be highlighted.To describe the implementation of the courseware a case study approach hasbeen used. The cases in the study were five teachers, teaching in six lowersecondary science classes (two schools, three classes per school). All lessons (N= about 60) with the courseware were audiotaped and observed, teacherstudentinteractions could therefore be carefully registered. A structured interview with theteachers about their perception of the courseware goals, about lesson preparationand execution and about effects on students, took place after all lessons wereexecuted.To analyze the observed lessons a so called 'curriculum profile' (Van den Akker,1988) has been developed and validated by experts. In the curriculum profile theessential an elements were described in operational terms, with a differen-tiation between 'threshold', 'ideal' and 'unacceptable' elements. Information aboutthe exact amount of time spent to each lesson and about technical problems withhard and/or software could be derived from the lesson observations.At this moment dataanalysis is still in progress thus the final results are not yetavailable. Results about the following issues can be expected: (a) which character-istics of the courseware promote or inhibit the desired teaching and coachingbehaviour; (b) do teachers change their teaching and coaching behaviour duringthe execution of the courseware; (c) for what reasons teachers show or don't showthe desired teaching behaviour; (d) if and in what way side effects threaten theImplementation process.The findings of the study will be related to literature about implementation andcourseware characteristics.187VReferencesAkker, J. J. H. van den (1988). Antwerp en Implempntatiumitatuuronderwija[Design and implementation of science education]. Lisse: Swets enZeit linger.Goodiad, J.I,, Klein, F. & K.A. Tye (1979). The domains of curriculum and theirstudy. In: Goodlad,11.(ed), Curriculum inquiry. New York: McGraw Hill Book.188

Courseware characteristics and the teacher

https://ris.utwente.nl/ws/files/177895086/Voogt1992courseware.pdf

Courseware characteristics and the teacher

Abstract

Similar works

Full text

Available Versions

University of Twente Research Information