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H?ng, Ngô Vu Thu; Meijer, Marijn Roland; Bulte, Astrid M. W.; Pilot, Albert – Cultural Studies of Science Education, 2017
The implementation of social constructivist approaches to learning science in primary education in Vietnamese culture as an example of Confucian heritage culture remains challenging and problematic. This theoretical paper focuses on the initial phase of a design-based research approach; that is, the description of the design of a formal, written…
Descriptors: Curriculum Design, Student Attitudes, Elementary School Students, Guidelines
Phuong-Mai, Nguyen; Terlouw, Cees; Pilot, Albert; Elliott, Julian – British Educational Research Journal, 2009
Many recent intercultural studies have shown that people cooperate with each other differently across cultures. We argue that cooperative learning (CL), an educational method originating in the USA and with fundamental psychological assumptions based on Western values, should be adjusted to be culturally appropriate for any non-Western cultures in…
Descriptors: Cooperative Learning, Leadership, Cognitive Ability, Teaching Methods
Prins, Gjalt T.; Bulte, Astrid M. W.; Pilot, Albert – International Journal of Science Education, 2011
Science education should foster students' epistemological view on models and modelling consistent with formal epistemology in science and technology practices. This paper reports the application of a curriculum unit in the classroom using an authentic chemical practice, "Modelling drinking water treatment", as the context for learning.…
Descriptors: Chemistry, Science Instruction, Secondary School Science, Water Quality
Bos, Floris A. B. H.; Terlouw, Cees; Pilot, Albert – Educational Research and Evaluation, 2009
In line with the cognitive theory of multimedia learning by Moreno and Mayer (2007), an interactive, multimodal learning environment was designed for the pretraining of science concepts in the joint area of physics, chemistry, biology, applied mathematics, and computer sciences. In the experimental set up, a pretest was embedded in order to…
Descriptors: Pretests Posttests, Time on Task, Multimedia Instruction, Educational Environment
Scager, Karin; Akkerman, Sanne F.; Pilot, Albert; Wubbels, Theo – Teaching in Higher Education, 2017
Students need to be challenged to stimulate their learning. Applying challenge in practice however is not straightforward. Challenging students may conflict with other teacher responsibilities, creating potential dilemmas for teachers. This study discloses dilemmas teachers encounter when challenging students as well as the considerations…
Descriptors: Foreign Countries, College Students, College Faculty, Higher Education
van Rens, Lisette; Pilot, Albert; van der Schee, Joop – Journal of Research in Science Teaching, 2010
A framework for teaching scientific inquiry in upper secondary chemistry education was constructed in a design research consisting of two research cycles. First, in a pilot study a hypothetical framework was enriched in collaboration with five chemistry teachers. Second, a main study in this community of teachers and researchers was conducted on…
Descriptors: Foreign Countries, Chemistry, Secondary Education, Scientific Attitudes
Vos, Martin Anton Jozef; Taconis, Ruurd; Jochems, Wim M. G.; Pilot, Albert – International Journal of Science Education, 2011
Worldwide, a tendency is visible in which upper secondary science curricula are innovated in the direction of context-based education. Crucial to these innovations is the way teachers interact with newly developed teaching materials and implement them in classroom practice. The focus of our research is to identify characteristics of the…
Descriptors: United States History, Identification, Secondary Education, Teaching Experience
Vos, Martin A. J.; Taconis, Ruurd; Jochems, Wim M. G.; Pilot, Albert – Chemistry Education Research and Practice, 2010
We present a framework for analysing the interplay between context-based teaching material and teachers, and for evaluating the adequacy of the resulting implementation of context-based pedagogy in chemistry classroom practice. The development of the framework is described, including an account of its theoretical foundations. The framework needs…
Descriptors: Curriculum Development, Chemistry, Instructional Materials, Science Teachers
Scager, Karin; Akkerman, Sanne F.; Pilot, Albert; Wubbels, Theo – High Ability Studies, 2013
Although universities aim to challenge high-ability students to develop their talents to the full, the question of how to create such challenges remains unanswered. In this study, we examined six different honors courses to discover which factors in the learning environment specifically designed for high-ability students challenged these students…
Descriptors: Foreign Countries, Academically Gifted, Honors Curriculum, College Students
Nguyen, Phuong-Mai; Terlouw, Cees; Pilot, Albert – Intercultural Education, 2006
Cultural heritage preservation has become a much-debated topic in recent decades. This paper contributes to the call for educational approaches that take a society's cultural diversity into account. It also attempts to draw attention to non-Western societies, where educational theories and practices from elsewhere (the West) have been imported and…
Descriptors: Heritage Education, Cultural Context, Confucianism, Culturally Relevant Education
Prins, Gjalt T.; Bulte, Astrid M. W.; van Driel, Jan H.; Pilot, Albert – International Journal of Science Education, 2008
In science education, students should come to understand the nature and significance of models. In the case of chemistry education it is argued that the present use of models is often not meaningful from the students' perspective. A strategy to overcome this problem is to use an authentic chemical modelling practice as a context for a curriculum…
Descriptors: Water Quality, Chemistry, Science Curriculum, Science Instruction
Peer reviewed
Admiraal, Wilfried; Wubbels, Theo; Pilot, Albert – Research in Higher Education, 1999
Compared use of problems and the conventional case method as methods of instruction at the Utrecht University Law School (Netherlands). The problem method required students to find, frame, and analyze issues and provided training seminars in legal problem-solving skills. Students using problems spent more time on learning activities and performed…
Descriptors: Academic Achievement, Case Method (Teaching Technique), College Students, Foreign Countries