Analysing teacher behaviour in synthesizing hands-on and minds-on during practical work

Spaan, Wouter; Oostdam, Ron; Schuitema, Jaap; Pijls, Monique

doi:10.1080/02635143.2022.2098265

Cited by 12 publications

(6 citation statements)

References 33 publications

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“…The participants asserted that they need more workshops on how to identify and support learners with different barriers to learning and development. Other studies confirm that in-service training programs are not sufficient for teachers to be fully equipped with knowledge on inclusive education, as well as practical skills on how to address a diverse range of barriers by for example being able to differentiate the curriculum and using a variety of instructional strategies (International Disability and Development Consortium (IDDC), 2013; Spaan et al, 2022;Wray et al, 2022). Ross-Hill (2009) asserts that not offering frequent and substantial training brings about tension, stress, and strain for teachers in inclusive settings.…”

Section: Discussionmentioning

confidence: 99%

Exploring factors that full-service school teachers believe disable their self-efficacy to teach in an inclusive education system

Staden-Payne

Nel

2023

Front. Educ.

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IntroductionTeachers’ sense of self-efficacy has been identified by research as a key factor in the successful implementation of inclusive education. This article reports on disabling factors in South Africa that are reportedly influencing inclusive Full-Service school (FSS) teachers’ sense of self-efficacy to implement inclusive education successfully.MethodologyA qualitative study, using semi-structured individual and group interviews as well as collages, was employed.ResultsThe findings revealed that the disabling factors included internal and external factors. Internal factors comprised a lack of knowledge and skills, including a lack of self-confidence, FSS teachers seeing themselves as a barrier, and physical and psychological problems. External factors were also identified. They are ineffective implementation of inclusive education, inadequate training, incompetent education department officials and managers, a lack of support from the education department, curriculum constraints, as well as disabling factors within the school system. Negative media perceptions were also mentioned.ConclusionIt was concluded that it is important for the basic and higher education departments of education to be aware of the identified disabling factors and purposefully attempt to improve the external factors, while ensuring that FSS teachers’ capabilities are developed and sustained in in-service and pre-service teacher education. This could contribute to developing and improving their sense of self-efficacy.

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Section: Discussionmentioning

confidence: 99%

Exploring factors that full-service school teachers believe disable their self-efficacy to teach in an inclusive education system

Staden-Payne

Nel

2023

Front. Educ.

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“…The basis of instructional laboratory work in the undergraduate curriculum is that students can practice in a "hands-on or mind-on" manner [19], [20]. Work laboratory in this study is regarded as a learning technique that incorporates students in direct experience utilizing scientific procedures, laboratory abilities, and scientific attitudes, based on many definitions of laboratory work.…”

Section: Active and Authentic Learningmentioning

confidence: 99%

Active and Authentic Learning in Remote Laboratory: Means of Improving Prospective Physics Teachers’ Multiple Representation Ability

Fatmaryanti,

Sulisworo,

Yahaya

et al. 2024

TEM Journal

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Remote laboratories are a new domain that allows students and teachers to conduct experiments in hands-on exploration remotely. We studied how constructing an active and authentic learning in a remote laboratory affects prospective physics teachers' multiple representation ability. The research method used is based on the development procedures of the ADDIE research and development model. We have designed and validated a learning design with a remote laboratory environment with 2 physics experiment apparatuses, active and authentic learning stages, multi-representation ability assessment, and remote laboratory application evaluation tools. This study implemented design-based research with a one-group pre-test and post-test design. The research was conducted on 28 prospective physics teacher students. In terms of effectiveness, this learning design was able to improve significantly [t (28) = 7.480, p.05] in verbal, visual, and mathematics representation ability. Therefore, it can be used by lecturers and those in other science fields to improve the quality of learning and developing prospective physics teachers’ multiple representation Skills.

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“…Learners may use the term 'laboratory' to describe a place, where they can test their unique ideas and/or interpretations of the things and events they discover as they investigate the universe in which they find themselves. Furthermore, the term 'practical work' can be used to describe a setting, where science learners engage in hands-on activities such as observations and experiments, not only to verify, but also to find, or discover new information (Akuma & Callaghan, 2019b;Constantinou & Fotou, 2020;Sshana & Abulibdeh, 2020;Spaan et al, 2022;Wei et al, 2021). The laboratory is unique in that it allows learners to explore and ask questions in addition to displaying objects, ideas, processes, and experiments.…”

Section: Science Practical Workmentioning

confidence: 99%

“…The laboratory is unique in that it allows learners to explore and ask questions in addition to displaying objects, ideas, processes, and experiments. Accordingly, practical work has been consequently defined as a variety of experiences that take place in a science school setting, where learners engage with objects, tools, or other sources of information that are primarily out of their reach, but that they could use to observe and conceptualize their natural surroundings (Akpan et al, 2021;Akuma & Callaghan, 2019a, 2019bAkuma & Gaigher, 2021;Spaan et al, 2022;Wei et al, 2019). Practical work in science classes can thus include both hands-and mind-on activities such as laboratory experiments.…”

Section: Science Practical Workmentioning

confidence: 99%

Transforming science teaching in Namibia: A practical work inquiry framework for secondary schools

Shivolo

2024

AQUADEMIA

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This study presents the practical work inquiry practice framework, which is designed to improve science practical work and inquiry-based instruction in secondary schools in Namibia. The framework has been developed based on both theoretical and empirical research. The study conducts a thorough examination of existing literature to identify research gaps in existing studies. It emphasizes the significant impact of teachers’ beliefs and external influences on the process of lesson planning. The framework aims to bridge the gap between teachers’ views and the actual implementation of the science curriculum, functioning at the macro, meso, and micro levels of education. It includes various aspects such as strategic planning, training for teachers, designing the curriculum, providing resources, implementing lessons in the classroom, giving feedback, fostering collaboration, monitoring progress, evaluating outcomes, providing ongoing support, involving stakeholders, promoting a positive school culture, demonstrating leadership, supporting teachers, addressing learner diversity, and engaging the community. The aspects are classified into strategic, tactical, and operational functions that are interconnected to enhance scientific teaching methods. The established framework offers a complete and contextually applicable method to implementing science practical work in Namibian secondary schools. This approach is based on inquiry-based instruction and aims to increase overall education.

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Analysing teacher behaviour in synthesizing hands-on and minds-on during practical work

Cited by 12 publications

References 33 publications

Exploring factors that full-service school teachers believe disable their self-efficacy to teach in an inclusive education system

Exploring factors that full-service school teachers believe disable their self-efficacy to teach in an inclusive education system

Active and Authentic Learning in Remote Laboratory: Means of Improving Prospective Physics Teachers’ Multiple Representation Ability

Transforming science teaching in Namibia: A practical work inquiry framework for secondary schools

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