Het realiseren van een CoCo-leeromgeving: Percepties van leerlingen en docenten
|Tijdschrift voor Didactiek van de Beta-wetenschappen, uitgegeven door het Freudenthal Instituut, Universiteit Utrecht in de periode 1983-2014||Voorbraak, J.
de Putter, L.
den Brok, P.Tijdschrift voor Didactiek van de Beta-wetenschappen
2011 – 28(2), 21-42,Download pdf
The concept-in-context (CoCo) innovation tries to tackle problems concerning the low interest of students in science subjects. Guidelines for the implementation of CoCo are needed and this study contributes by mapping the CoCo-level of present-day biology, physics, chemistry and ASMaT (Advanced Science, Mathematics and Technology) education in the upper levels of Dutch general secondary education (havo) and pre-university education (vwo). Results of 618 students and 62 teachers were obtained using the WCQ2-questionnaire designed by De Putter, Taconis en Jochems (2009). An exploratory factor analysis has led to exclude some items from the instrument. A reliability analysis and a subsequent ANOVA confirmed the reliability and validity of the thus resulting instrument. Results showed that present-day Dutch science teachers already realize various aspects of a CoCo learning environment but fail to do so for other aspects. It also appeared that teachers and their students observe the CoCo-level in the classroom quite differently. Moreover the outcomes of this study indicate that although the teachers indicate a higher CoCo-level in ASMaT-classes, no significant difference with other science subject classes exists in the eyes of the students. Hence we conclude, that renewed targets and subject syllabi as defined for example for ASMaT, are not enough the create CoCo practice in The classroom. For this, CoCo ompetencies of the teacher apparently need to be improved.
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