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Showing 1 to 15 of 20 results Save | Export
Delgado, Ander, Ed.; Mycock, Andrew, Ed. – IAP - Information Age Publishing, Inc., 2023
The heightened resonance of identity-driven politics in many states across twenty first century Europe emphasizes the critical role of history in shaping public contestation of the idea of the nation, and accordant manifestations of nationalism and national identity. How the past is interpreted or what and how is remembered has proven increasingly…
Descriptors: Foreign Countries, History Instruction, European History, Controversial Issues (Course Content)
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van Rijt, Jimmy H. M.; Wijnands, Astrid; Coppen, Peter-Arno J. M. – Research Papers in Education, 2022
L1 grammar teaching worldwide often takes the form of traditional grammar teaching with decontextualized parsing exercises and rules of thumb. Some researchers have proposed enriching such forms of grammar teaching by relating traditional grammatical concepts to underlying metaconcepts from linguistic theory. The merits of such an approach have…
Descriptors: Native Language, Grammar, Teaching Methods, Native Language Instruction
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van Weelie, Daan; Boersma, Kerst – Journal of Biological Education, 2018
The finding that biodiversity is a concept with different context-specific meanings has implications for its conceptual development when students are required to apply it in a diversity of contexts. An approach that may overcome these implications is that students learn to recontextualise one meaning to another. Since no empirical studies were…
Descriptors: Biodiversity, Biology, Science Education, Context Effect
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Gemmink, Michelle M.; Fokkens-Bruinsma, Marjon; Pauw, Ietje; van Veen, Klaas – Educational Research, 2021
Background: Primary teachers' pedagogical practices (TPP) are strongly focused on supporting pupils' psychological needs, creating a safe learning climate, and encouraging pupils' developmental and learning processes. As a core motivation for teachers is the desire to interact constructively with children, pedagogical practices can be understood…
Descriptors: Elementary School Teachers, Teaching Methods, Context Effect, Foreign Countries
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Westbroek, Hanna; Janssen, Fred; Doyle, Walter – Research in Science Education, 2017
Curriculum ideals often get compromised as a curriculum moves through its various levels of representation. Across the different science reforms, this process of slippage is clearly present. Research shows that teacher subject matter knowledge, PCK, beliefs and context factors all influence implementation. Professional development arrangements…
Descriptors: Science Instruction, Chemistry, Teaching Methods, Curriculum Development
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Krause, Uwe; Béneker, Tine; van Tartwijk, Jan; Uhlenwinkel, Anke; Bolhuis, Sanneke – Review of International Geographical Education Online, 2017
Bernstein describes a curriculum context as a system context that is regulated by strong and weak framing, which refers to the "degree of control teachers and pupils possess over the selection, organisation, pacing and timing of the knowledge transmitted and received in the pedagogical relationship" (1975, p. 89). In this article, we…
Descriptors: Geography Instruction, Geography, Textbooks, Foreign Countries
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Huijgen, Tim; van de Grift, Wim; van Boxtel, Carla; Holthuis, Paul – Journal of Curriculum Studies, 2018
The aim of this explorative study was to develop and test a pedagogy aimed at promoting students' ability to perform historical contextualization. Teaching historical contextualization was conceptualized in terms of four pedagogical design principles: (1) making students aware of the consequences of a present-oriented perspective when examining…
Descriptors: Design Requirements, Pretests Posttests, History Instruction, Curriculum Development
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Looijenga, Annemarie; Klapwijk, Remke; de Vries, Marc J. – Design and Technology Education, 2016
In Dutch Design and Technology Education the beginning of a process of learning is usually determined by the teacher. In this paper it is argued that a beginning, determined in interaction with the students, is more profitable as the interaction will lead to joined-up exploring, creating and thinking and an increased motivation to learn.…
Descriptors: Foreign Countries, Interaction, Student Empowerment, Student Motivation
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Ritzema, Evelien S.; Deunk, Marjolein I.; Bosker, Roel J. – Journal of Classroom Interaction, 2016
This study focused on the differentiation practices of second- and third-grade teachers in mathematics and reading comprehension lessons. Preconditions for differentiation, classroom organization, and how teachers dealt with students of different ability levels were investigated through observations, using a time-sampling instrument. Data of 43…
Descriptors: Teaching Methods, Individualized Instruction, Grade 2, Grade 3
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Cuiper, Auke – School Science Review, 2014
In this new context concept approach, field research on the Trinidadian guppy is used as an appealing example of evolutionary change in populations. Pupils are asked to investigate the underlying mechanisms. In doing so, defects in their knowledge are revealed, in particular the role of meiosis in creating genetic variation. The reason for these…
Descriptors: Biology, Integrated Curriculum, Integrated Activities, Genetics
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van der Zande, Paul; Akkerman, Sanne F.; Brekelmans, Mieke; Waarlo, Arend Jan; Vermunt, Jan D. – International Journal of Science Education, 2012
Contemporary genomics research will impact the daily practice of biology teachers who want to teach up-to-date genetics in secondary education. This article reports on a research project aimed at enhancing biology teachers' expertise for teaching genetics situated in the context of genetic testing. The increasing body of scientific knowledge…
Descriptors: Experienced Teachers, Testing, Teaching Methods, Genetics
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King, Donna – Studies in Science Education, 2012
Context-based chemistry education aims to improve student interest and motivation in chemistry by connecting canonical chemistry concepts with real-world contexts. Implementation of context-based chemistry programmes began 20 years ago in an attempt to make the learning of chemistry meaningful for students. This paper reviews such programmes…
Descriptors: Student Interests, Problem Based Learning, Learning Motivation, Chemistry
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Frambach, Janneke M.; Driessen, Erik W.; Beh, Philip; van der Vleuten, Cees P. M. – Studies in Higher Education, 2014
A tool used in student-centered education is discussion among students in small learning groups. The Western origin of student-centered education, coupled with cross-cultural differences in communication styles, may detract from its cross-cultural applicability. This study investigates how in student-centered education, students' cultural…
Descriptors: Discussion (Teaching Technique), Learner Engagement, Student Participation, Comparative Analysis
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van Eijck, Michiel; Roth, Wolff-Michael – Journal of Research in Science Teaching, 2011
Science educators are confronted with the challenge to accommodate in their classes an increasing cultural and linguistic diversity that results from globalization. Challenged by the call to work towards valuing and keeping this diversity in the face of the canonical nature of school science discourse, we propose a new way of thinking about and…
Descriptors: Science Education, Cultural Context, Context Effect, Cultural Pluralism
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Zwart, Rosanne C.; Wubbels, Theo; Bergen, Theo; Bolhuis, Sanneke – Journal of Teacher Education, 2009
In the present study, the role of five categories of characteristics of a reciprocal peer coaching context was studied in relation to teacher learning. Both self-reports and student perceptions were used to measure teacher learning. Data were gathered on 28 secondary school teachers (14 coaching dyads). A mixed-method approach was adopted…
Descriptors: Predictor Variables, Diaries, Secondary School Teachers, Peer Teaching
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