The Experts below are selected from a list of 291 Experts worldwide ranked by ideXlab platform
Tim Post - One of the best experts on this subject based on the ideXlab platform.
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Effects of company Visits on Dutch primary School children’s attitudes toward technical professions
International Journal of Technology and Design Education, 2014Co-Authors: Tim Post, Juliette H. Walma Van Der MolenAbstract:Technology-oriented company Visits could potentially provide children with a stimulating ‘real-world’ setting to develop more broad and positive images of and attitudes toward technology and technical professions. The present study was the first to explore whether children’s images of and attitudes toward technology, technical competencies and technical professions could be affected by technology-oriented company Visits, as they are presently carried out in the Netherlands. A previously validated measurement instrument was used to measure children’s images and attitudes prior to and after the Visits and results were compared to similar measurements among children who did not take part in the Visits. In addition, based on recent review studies about School Visits to science centers, we derived several key theoretical guidelines for organizing effective School Visits. Based on these guidelines, structured interviews were carried out with all teachers prior to the company Visits. Results indicated that children’s images and attitudes remained mostly unaffected by the company Visits, a finding that could be explained by the fact that the level of in-School preparation, follow-up activities and teachers’ level of involvement during the Visits was generally low. In addition, observations during the Visits showed that the activities at the technical companies were mostly ‘hands-on’ and stereotypical (e.g., working with machines). Based on these findings, we formulate a set of new guidelines for technology-oriented company Visits that could improve the desired attitudinal effects.
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effects of company Visits on dutch primary School children s attitudes toward technical professions
International Journal of Technology and Design Education, 2014Co-Authors: Tim Post, Juliette Walma Van Der MolenAbstract:Technology-oriented company Visits could potentially provide children with a stimulating ‘real-world’ setting to develop more broad and positive images of and attitudes toward technology and technical professions. The present study was the first to explore whether children’s images of and attitudes toward technology, technical competencies and technical professions could be affected by technology-oriented company Visits, as they are presently carried out in the Netherlands. A previously validated measurement instrument was used to measure children’s images and attitudes prior to and after the Visits and results were compared to similar measurements among children who did not take part in the Visits. In addition, based on recent review studies about School Visits to science centers, we derived several key theoretical guidelines for organizing effective School Visits. Based on these guidelines, structured interviews were carried out with all teachers prior to the company Visits. Results indicated that children’s images and attitudes remained mostly unaffected by the company Visits, a finding that could be explained by the fact that the level of in-School preparation, follow-up activities and teachers’ level of involvement during the Visits was generally low. In addition, observations during the Visits showed that the activities at the technical companies were mostly ‘hands-on’ and stereotypical (e.g., working with machines). Based on these findings, we formulate a set of new guidelines for technology-oriented company Visits that could improve the desired attitudinal effects.
Orly Morag - One of the best experts on this subject based on the ideXlab platform.
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School Visits to natural history museums teaching or enriching
Journal of Research in Science Teaching, 2007Co-Authors: Orly MoragAbstract:This article describes a 3-year study of School Visits to four natural history museums and addresses the research agenda with regard to out-of-School learning. More specifically, the findings focus on the process of learning in museums. Comprehensive data collection allowed for an analysis of patterns of guided Visits, the way the scientific content was conveyed to students, and the extent and types of social interactions thus enabled. Observations of 42 guided Visits (grades 3–11) indicates that the main visitation pattern consisted of guide-centered and task-oriented activity. Analysis of questions asked by museum guides reveals that most of these questions required mainly lower-order thinking skills. A common questioning pattern was to ask rhetorical questions as a means of carrying on the lecture. Detailed analysis of the scientific vocabulary used by the guides indicates that they used much scientific jargon, with limited explanation. There was only limited social mediation provided by teachers and museum guides. A minority of teachers were involved in the activities or in helping the guide to clarify or in helping the students to understand the explanations. The overall data indicate limited opportunities for meaningful learning, suggesting that the museums should shift from the traditional knowledge-transmission model of teaching to a more socioculturally contextualized model. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 747–769, 2007
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guided School Visits to natural history museums in israel teachers roles
Science Education, 2005Co-Authors: Yael Bamberger, Orly MoragAbstract:Museums are favorite and respected resources for learning worldwide. In Israel, there are two relatively large science centers and a number of small natural history museums that are visited by thousands of students. Unlike other countries, studying museum Visits in Israel only emerges in the last few years. The study focused on the roles and perceptions of teachers, who visited four natural history museums with their classes. The study followed previous studies that aimed at understanding the role teachers play in class Visits to museums (Griffin & Symington, 1997, Science Education, 81, 763–779; Cox-Petersen et al., 2003, Journal of Research in Science Teaching, 40, 200–218; Olsen, Cox-Petersen, & McComas, 2001, Journal of Science Teacher Education, 12, 155–173) and emphasized unique phenomena related to the Israeli system. None of the teachers interviewed for this study was an active facilitator, and in many cases the teachers had no idea regarding the field trip program and rationale. Our main findings support previous studies that indicated that teachers are hardly involved in planning and enacting the museum visit. An issue of concern, which came up in this study, is the tendency of Israeli Schools to use subcontractor companies that plan and make all the museum arrangements. Unlike the common patterns described in the paper, a case study of unique teacher's function is presented as well. © 2005 Wiley Periodicals, Inc. Sci Ed89:920–935, 2005
Juliette H. Walma Van Der Molen - One of the best experts on this subject based on the ideXlab platform.
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Effects of company Visits on Dutch primary School children’s attitudes toward technical professions
International Journal of Technology and Design Education, 2014Co-Authors: Tim Post, Juliette H. Walma Van Der MolenAbstract:Technology-oriented company Visits could potentially provide children with a stimulating ‘real-world’ setting to develop more broad and positive images of and attitudes toward technology and technical professions. The present study was the first to explore whether children’s images of and attitudes toward technology, technical competencies and technical professions could be affected by technology-oriented company Visits, as they are presently carried out in the Netherlands. A previously validated measurement instrument was used to measure children’s images and attitudes prior to and after the Visits and results were compared to similar measurements among children who did not take part in the Visits. In addition, based on recent review studies about School Visits to science centers, we derived several key theoretical guidelines for organizing effective School Visits. Based on these guidelines, structured interviews were carried out with all teachers prior to the company Visits. Results indicated that children’s images and attitudes remained mostly unaffected by the company Visits, a finding that could be explained by the fact that the level of in-School preparation, follow-up activities and teachers’ level of involvement during the Visits was generally low. In addition, observations during the Visits showed that the activities at the technical companies were mostly ‘hands-on’ and stereotypical (e.g., working with machines). Based on these findings, we formulate a set of new guidelines for technology-oriented company Visits that could improve the desired attitudinal effects.
Juliette Walma Van Der Molen - One of the best experts on this subject based on the ideXlab platform.
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effects of company Visits on dutch primary School children s attitudes toward technical professions
International Journal of Technology and Design Education, 2014Co-Authors: Tim Post, Juliette Walma Van Der MolenAbstract:Technology-oriented company Visits could potentially provide children with a stimulating ‘real-world’ setting to develop more broad and positive images of and attitudes toward technology and technical professions. The present study was the first to explore whether children’s images of and attitudes toward technology, technical competencies and technical professions could be affected by technology-oriented company Visits, as they are presently carried out in the Netherlands. A previously validated measurement instrument was used to measure children’s images and attitudes prior to and after the Visits and results were compared to similar measurements among children who did not take part in the Visits. In addition, based on recent review studies about School Visits to science centers, we derived several key theoretical guidelines for organizing effective School Visits. Based on these guidelines, structured interviews were carried out with all teachers prior to the company Visits. Results indicated that children’s images and attitudes remained mostly unaffected by the company Visits, a finding that could be explained by the fact that the level of in-School preparation, follow-up activities and teachers’ level of involvement during the Visits was generally low. In addition, observations during the Visits showed that the activities at the technical companies were mostly ‘hands-on’ and stereotypical (e.g., working with machines). Based on these findings, we formulate a set of new guidelines for technology-oriented company Visits that could improve the desired attitudinal effects.
David F Treagust - One of the best experts on this subject based on the ideXlab platform.
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making the most of out of School Visits how does the teacher prepare part ii implementation evaluation of the learner integrated field trip inventory lifti
International Journal of Innovation in Science and Mathematics Education, 2018Co-Authors: Sandhya Devi Coll, Richard K Coll, David F TreagustAbstract:In previous work (Coll et al., 2018), we described the development of the Learner Integrated Field Trip Inventory (LIFTI). Here, in Part II we describe the implementation and evaluation of the LIFTI during two out-of-School Visits to Informal Science Institutes (ISIs). The study involved 10 secondary School teachers, and 100 students (15 year old) from one secondary School. The LIFTI focused on three major components of out-of-School Visits: cognitive, procedural, and social, and was used by teachers for planning pre-visit, during-visit, and post-visit activities. After the classroom instruction and out-of-School Visits, a written end of topic assessment was administered to evaluate students’ learning achievement. Data comprised of students end of topic test which showed a statistically significant difference between students who had exposure to using LIFTI and those who did not. The findings suggest that pre- and post-visit planning by teachers using LIFTI is more likely to engage learners in collaborative learning. Although the results are limited to this cohort, they provide evidence of improvement in methodological knowledge of teachers regarding out-of-School Visits.
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Making the Most of Out-of–School Visits: How Does the Teacher Prepare? Part II: Implementation & Evaluation of the Learner Integrated Field Trip Inventory (LIFTI)
International Journal of Innovation in Science and Mathematics Education, 2018Co-Authors: Sandhya Devi Coll, Richard K Coll, David F TreagustAbstract:In previous work (Coll et al., 2018), we described the development of the Learner Integrated Field Trip Inventory (LIFTI). Here, in Part II we describe the implementation and evaluation of the LIFTI during two out-of-School Visits to Informal Science Institutes (ISIs). The study involved 10 secondary School teachers, and 100 students (15 year old) from one secondary School. The LIFTI focused on three major components of out-of-School Visits: cognitive, procedural, and social, and was used by teachers for planning pre-visit, during-visit, and post-visit activities. After the classroom instruction and out-of-School Visits, a written end of topic assessment was administered to evaluate students’ learning achievement. Data comprised of students end of topic test which showed a statistically significant difference between students who had exposure to using LIFTI and those who did not. The findings suggest that pre- and post-visit planning by teachers using LIFTI is more likely to engage learners in collaborative learning. Although the results are limited to this cohort, they provide evidence of improvement in methodological knowledge of teachers regarding out-of-School Visits.
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making the most of out of School Visits how does the teacher prepare part i development of the learner integrated field trip inventory lifti
International Journal of Innovation in Science and Mathematics Education, 2018Co-Authors: Sandhya Devi Coll, Richard K Coll, David F TreagustAbstract:This paper reports on the first Phase of a two-part study, involving the development and implementation of an intervention to improve the learning of science, involving learning experiences outside School (LEOS). Part I reports on the development of the Learner Integrated Field Trip Inventory (LIFTI), while Part II describes the implementation and evaluation of the LIFTI, in which there is evidence that it can lead to improvements in the learning of School science. The LIFTI was developed based on modern views of learning, using social constructivism as a referent, and on previous research such as the Field Trip Inventory reported by Patrick, Matthews and Tunnicliffe (2013). The LIFTI comprises three components: Social, Procedural, and Cognitive. Each of these components was used to design activities prior to, during, and after an out-of-School visit. The development and use of the LIFTI is exemplified here using an off-site visit to a Show Home, used to develop student understanding of heating and insulation, a learning area from an achievement standard of the New Zealand science curriculum.
