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Guided Discovery in a Community of Learners
... Exchanges that occur through social engagement, such as asking and explaining, challenging, and providing timely assistance and feedback, improve understanding. The concept of learning communities has been offered as the ideal learning culture for group instruction (Brown, 1994;Brown and Campione, 1994). These communities are centered on assisting group members in learning by listening respectfully and encouraging one another. ...
... Exchanges that occur through social engagement, such as asking and explaining, challenging, and providing timely assistance and feedback, improve understanding. The concept of learning communities has been offered as the ideal learning culture for group instruction (Brown, 1994;Brown and Campione, 1994). These communities are centered on assisting group members in learning by listening respectfully and encouraging one another. ...
... The ideas of scaffolding, cognitive apprenticeship, tutoring, cooperative learning, and learning communities clarify how instructors and peers help and contribute to learning (Brown, 1994;Rogoff, 1998). Cooperative learning, project or problem-based learning, and other discovery-oriented instructional techniques are all built on the powerful social character of learning, and modern constructivist theory offers the theoretical foundation for all of them. ...
Although constructivism is a concept that many instructors have adopted in recent years, the implications linked to the phrase are numerous and sometimes imperfectly understood. Teachers must have a thorough understanding of constructivism in order to assess its potential and utilise it wisely and successfully. This paper discusses the various key concepts, the pervasive misconceptions and instructional challenges of this widely promoted and increasingly popular philosophical framework for teaching across the entire school curriculum.
... The term community of learners was introduced by Brown and Campione [46] to describe a classroom setting where students share the responsibility for learning and engage in reciprocal teaching. They identified five characteristics that qualify a group as a CoL: ...
... Within a CoL, all members possess "ownership of certain forms of expertise, but no one has it all" [46] (p. 234). ...
... Wenger's concepts of "rhythm" [42], crucial for the success of CoPs, translates into "ritual participation frameworks" within CoLs [46] (p. 235). ...
This study contributes to the literature on the role of communities of learners in the professional development of physics teachers. It offers insights from the Collabora—A Community of Learners on Laboratory Work program, designed to enhance the use of laboratories in secondary school physics teaching. The program’s foundation rested upon two pillars: a learning community approach and action research, grounded in the findings of physics education research. Furthermore, the program was structured to encompass the core features of effective professional development as outlined in the literature (content focus, active learning opportunities, coherence with teachers’ needs, and sufficient duration). The program spanned 2 years. During the first year, teachers engaged with and discussed different types of experiments, reflected on the assessment of scientific practices, and participated in action research aimed at improving laboratory activities in their classrooms. In the second year, they focused on integrating laboratory work within teaching-learning sequences developed through a backward design process. The research questions of this study were centered on examining the role and relevance of program features, with particular emphasis on the learning community and action research components, and on investigating the changes reported by teachers as a result of participating in the program. The findings emphasize the pivotal role of the teacher community, with reciprocal training identified as the “truly developmental” element. Moreover, they corroborate the relevance of action research in fostering a sense of ownership of research-based innovations. Over the course of the program, teachers reported changes in the personal domain, in the domain of practice, and, particularly in the second year, also in the domain of student outcomes. These changes included the use of different types of experiments, a greater sense of self-efficacy in the laboratory, and an increased focus on the design and assessment of laboratory work. We studied changes through a “growth” lens, both at the group level and within a subset of individual case studies. The latter analysis highlights different possible productive pathways to teachers’ growth, supporting a view of teacher professional development as complex and multifaceted. The program structure facilitated the processes of “enactment” and “reflection” that mediated the various changes.
... This difficulty equally applies to detecting active and inquiry-based instruction in these contexts. Such active, inquiry-based experiences can be expressed or evidenced in the development of a "community of learners" (Brown & Campione, 1994;Dewey, 1938) in the learning setting. When the learners engage in actions that support or reflect inquiry, then they become a community of inquiry or inquirers (COI). ...
... The idea of community in educational processes extends to Dewey (1938); Brown and Campione (1994) articulated it as a community of learners. The idea has been articulated in different ways with regard to online learning settings. ...
... Although Garrison's model has been consistently presented within higher education (e.g., Garrison, 2017), its principal tenets came from social-constructivist educational theory grounded in elementary and secondary education (e.g., Brown & Campione, 1994;National Research Council, 2000;Vygotsky, 1978) and advocated in higher education (Boyer Commission, 1998). Nevertheless, Sanders and Lokey-Vega (2020) affirmed our recognition that "few studies have examined the applicability of the Community of Inquiry theoretical framework to the K-12 online learning setting" (p. ...
This descriptive case study explored the presence of a community of inquiry among 4492 secondary learners enrolled in four asynchronous online discussion forums over a full year. The forums (Ethics and Philosophy, Reading, Astronomy and Space, and General Debates, among others not studied) were external to the students’ schools across England. The data had been archived by the sponsoring organisation. We coded 3,113 transcribed messages posted or read by students using Garrison’s Community-of-Inquiry model and coding tools--addressing social, cognitive, and teaching presence within the interactions, plus 307 online questionnaire responses from a cross-section of participants about reasons for posting or not and overall participation plus representative quotes were also presented. Of the 4,492 enrollees, 1,523 (34%) posted messages, 1,748 (39%) only read or viewed posts, and 1,222 (27%) never logged in. This posting rate was almost quadruple the rate previously reported for online communities. Participation was also wider. The largest numbers of messages reflected community-of-inquiry social presence, especially following-up others’ messages. Cognitive presence particularly reflected sharpening thinking skills and knowledge. Teaching presence included asking stimulating questions and providing encouragement. Students who only viewed others’ messages logged in frequently, reported stimulation and strong benefits in learning skills, and only occasionally reported shyness or intimidation. Active student participation and engagement include more than posting messages; they also include reading or viewing others’ posts. Community of inquiry was highly evident in the asynchronous, secondary, online setting. An asynchronous platform, with effective teaching presence, can support important qualities of a community of inquiry.
... Informed by principles of guided exploration learning [14][15][16] and constructivist learning theory [17], we developed the overarching strategy of this project to employ questions as a means to guide and stimulate the reading process for students. We first assessed the viability of this approach and our target users' preferences regarding the questions through a preliminary study involving fifteen college students. ...
... However, the cognitive load theory reveals that "free exploration of a highly complex environment may overload working memory and hinder learning" [24]. To balance between didactic teaching and unassisted discovery learning, researchers have developed the guided discovery learning approach [14][15][16] In practice, such a guided discovery learning experience can be achieved through inquiry-based learning [25], which fosters a deeper understanding of the material with reduced cognitive load. We combine teacher expertise with LLMs to develop a facilitator that guides students through their learning adventures. ...
Textbooks continue to be one of primary mediums of learning. Students often need additional support during the process of reading textbooks leading to several research efforts that aim to increase student engagement and provide tailored experiences in textbook reading. However, providing excessive information beyond the textbook can also distract students from the reading task. When enhancing the reading experience, one has to strike a delicate balance between providing sufficient informational support and maintaining students’ focus on textbook reading. Fusing together latest developments in large language models (LLMs), their applications in education and several pedagogical theories, we design a textbook reading guidance mechanism. We introduce IRead, an interactive tool for textbook reading which uses LLMs with visualization and interaction techniques, to enhance students’ reading and learning experiences. IRead incorporates conceptual visualizations that reflect the textbook’s content and features an AI-driven question bot that generates questions and offers hints in response to student reading and interaction history. We evaluate IRead with a between-subject user study and measure the effectiveness of our methodology in supporting the students’ reading experience based on the Bloom’s Taxonomy and the ARCS model. We collect feedback from participants ranging from undergraduate to doctorate students. The results highlight the effectiveness of simple yet intuitive visualizations, such as the concept tree in IRead. We also derive general insights for the development of tools that enhance educational reading experiences.
... Visible interactions at the micro-level (within small groups) serve an important function at the macro-level (community), where indexing takes place. The intermediate aspects that we are focused on here exposes the underlying processes by which knowledge is reified into objects that can later migrate across the entire community (Brown & Campione, 1994). While a strong literature base exists as to the ways different levels of interaction co-constitute one another, it is a large challenge for learning science research to understand more about the specific mechanisms by which knowledge traverses these levels (Stahl, 2012). ...
... The context of these episodes is an activity, designed by the moderators, that had the goal of having students connect the theoretical ideas that they were studying with their own learn-ing processes and experiences. Over the previous week, the moderators identified several examples of online student conversations (on the wiki) that exemplified big ideas that the community was currently studying on the idea of communities of learning based on Brown and Campione's (1994) chapter. ...
As educational systems design and build new spaces aimed for learning in the digital age, small group configurations around large screens have become a highly popular spatial feature in classrooms and libraries. In this paper, we introduce the idea of intermediate indexing as occurring in the space between the knot of intertwined resources at the fine-grained level of interactions and the public knowledge building effort at the community level. Arguing that these intermediate processes occur in these configurations, we explored a classroom community that studied within a learning space designed to support knowledge building between individuals, small groups, and the community. In this paper, we report on our interaction analysis of a small group of students around a large screen as they negotiate a set of ideas that they want to make public to their community. The results of this study elucidate how collective monitoring of artifacts and documents, inclusive participation structures, and fluid turn-taking transitions in these configurations ultimately contribute to the knowledge building effort.
... This explorative, qualitative research study employed a modified version of the design research approach [2,9] to explore the design processes that emerge from the integration of Learning Analytics and Game-Based Learning. We conducted a series of interdisciplinary workshops involving game designers, learning analytics experts, and subject matter experts to provide tangible insights into the process of designing educational games with integrated learning analytics. ...
Game-Based Learning Analytics (GBLA) is a method of integrating Game-Based Learning and Learning Analytics to enhance the effectiveness of the learning process in educational games by providing actionable learning analytics information to players within the game environment. This paper presents initial insights from an integrated design process to achieve this goal. Through a series of interdisciplinary workshops culminating in a participant playtest session, this paper highlights the challenges and opportunities that arise from this integration. The findings point to the importance of early consideration of learning analytics in game design, the challenges of conceptualizing the differences between game feedback and learning feedback, and how learners interpret learning feedback within the context of the game. This work lays the groundwork for future research and development in the interaction between Game-Based Learning and Learning Analytics.
... Foreign research started earlier, with American educator Ernest L. Boyer [2] proposing the concept of the communities of learners in 1995, leading many scholars to engage in its construction and application research. The research team led by American psychologist A. L. Brown [3] conducted a case study named "Fostering Communities of Learners" (FCL) over more than ten years, becoming a classic study in the field of learning communities, providing methodology and instructional design strategies for constructing learning communities in classroom learning. Japanese scholar Sato Manabu started a pilot reform of the learning community in 1997 at Hama-no-Sato Elementary School, vigorously promoting the development of Japanese elementary and secondary education towards constructing learning communities, and declared that classroom reform is the central topic of school teaching reform. ...
By virtue of educational practice, this thesis delves into the construction strategies and steps of the “communities of learners” model in the linguistics course of normal students. In addition, three effective cases of combining it with the content of modern Chinese courses are summarized. Running on the problems of students’ motivation and participation, teachers’ roles and guidance methods, learning resources and environmental support in the implementation process, this thesis reflects on the problems of students’ learning motivation and participation, and puts forward effective solutions, such as teacher-student interaction, group cooperation, multiple technical means, digital learning platform, and shaping a “cooperative colleague relationship” among teachers.
... The guided discovery strategy was proposed by Ko et al. [21] in their framework generating natural language datasets from Vega-Lite specifications and drew from chain-of-thought prompting [35] and educational psychology [7]. In guided discovery, the user provides scaffolding and poses key questions in the prompt to help the model reason and extract insights. ...
Large Language Models (LLMs) have been adopted for a variety of visualizations tasks, but how far are we from perceptually aware LLMs that can predict human takeaways? Graphical perception literature has shown that human chart takeaways are sensitive to visualization design choices, such as spatial layouts. In this work, we examine the extent to which LLMs exhibit such sensitivity when generating takeaways, using bar charts with varying spatial layouts as a case study. We conducted three experiments and tested four common bar chart layouts: vertically juxtaposed, horizontally juxtaposed, overlaid, and stacked. In Experiment 1, we identified the optimal configurations to generate meaningful chart takeaways by testing four LLMs, two temperature settings, nine chart specifications, and two prompting strategies. We found that even state-of-the-art LLMs struggled to generate semantically diverse and factually accurate takeaways. In Experiment 2, we used the optimal configurations to generate 30 chart takeaways each for eight visualizations across four layouts and two datasets in both zero-shot and one-shot settings. Compared to human takeaways, we found that the takeaways LLMs generated often did not match the types of comparisons made by humans. In Experiment 3, we examined the effect of chart context and data on LLM takeaways. We found that LLMs, unlike humans, exhibited variation in takeaway comparison types for different bar charts using the same bar layout. Overall, our case study evaluates the ability of LLMs to emulate human interpretations of data and points to challenges and opportunities in using LLMs to predict human chart takeaways.
... (Burns and Joyce 1997), (A. L. Brown and Campione, 1994). speaking capacities are the capacities that empower a speaker to communicate effectively. ...
The research explores the influence of English animated movies on graduate-level EFL learners in District Rahim Yar Khan. It investigates the frequency of EFL learners watching English animated movies, their positive effects, and how they contribute to improving communication skills. The study also aims to identify teaching methodologies for incorporating English animated movies in EFL classrooms. The findings of this researchincludes the highest tendency of the learners to improve their linguistic skills have the potential to provide valuable insights for educators, language learners, and curriculum development in an increasingly globalized world.Likert scale questionnaires, post-tests, and pre-tests are used to collect data. Initial findings show that watching English animated movies improves students’ speaking abilities, indicating to the films’ potential as a teaching tool to enhance EFL proficiency. The results revealenhanced speech skills and favourable opinions from the students.It is further reveled in this study that the use of animated Englishmovies is helpful to improve the skills of the learners.
... Personality tests in student selection and placement have been shown to be an important factor for determining a student's future success. It is also a good predictor when used together with cognitive factors (Brown & Campione, 1994;Collins et al., 1995). The personality characteristics of students are measured against the Sixteen Personality Factor Questionnaire, South African 7992 version (16PF, SA92). ...
After 1994, when South Africa became a democratic country, the newly elected government was obliged to address the historical inequalities of the previous dispensation. In addressing these imbalances, the Department of Higher Education and Training (DHET) implemented several contemporary trends that changed the structure of the higher education sector. The most prominent trends were the adoption of globalisation and massification in higher education institutions. These developments did not come easily to students from marginalised groups. Although opportunities were widely available to them to access higher education institutions, they have struggled to successfully complete their respective programs and qualifications. In most instances, students find the transition from secondary to tertiary education stressful, which has a negative impact on their psychological well-being and academic achievement.
This study explored the impact of the current selection and assessment for placement criteria that University of South Africa (Unisa), more specifically the Corrections programme uses for student enrolment and the successful completion of the allocated programme. Using a mix of qualitative and quantitative methods, the study has measured whether matriculation subjects had any prediction validity on academic achievement. The study further explored how students perceived the use of psychological assessment tools for selection and placement at tertiary institutions.
The results revealed a moderately negative correlation between the student’s matriculation results and academic performance. The findings suggest that there were no correlations or significant relationships between a student’s matriculation results and academic performance. This means that a student's matriculation results did not have a direct impact on their academic achievement. In terms of the students’ perceptions on the use of psychological assessment instruments, they were mostly in support of these instruments, indicating that these tools can assist students with their career choices and can reduce dropout rates. On the contrary, students did not support the use of these tools during the initial selection process but only afterwards, after acceptance, for the correct programme allocation.
... Project-based learning places students in realistic, contextualized problem-solving environments so that students work in teams to solve problems, preferably outside the classroom and over an extended period of time. Brown & Campione (1994) state that there are two main components in Project Based Learning. First, there is a challenging problem that encourages students to organize and carry out an activity, which overall leads students to a meaningful project that must be completed alone as a team. ...
This article aims to develop an e-book based on Project Based Learning needs in the Basic Accounting course for Bilingual Classes. The type of research used is research and development. The research model used in this study is the modified ADDIE method, which consists of 5 stages: analyzing, designing, developing, evaluating, and implementing. The data collection in this research includes collecting material from credible sources, then arranging it according to the order of the material in the Semester Learning Plan, and using an attractive design. Design validation is carried out by media experts and material experts. The validation results show a good value where this e-book is suitable for use. Design revisions are only limited to minor revisions and these revisions are based on validation forms from media experts and material experts, such as consistent use of terms, additional discussions, and additional report examples. Small group trials have also been carried out and found that the basic accounting electronic book value is suitable for use.
... Дело в том, что предметную задачу урока учитель препарирует до встречи с детьми: заранее подбирает материал, работая с которым дети имеют шанс наткнуться на задачи нового класса, и заблаговременно намечает модельные средства решения нового класса задач. В живом взаимодействии учитель предлагает детям предметную задачу, а сам решает совсем другую задачу: организует учебное сообщество [15] таким образом, чтобы каждая искорка конструктивной детской мысли стала заметной другим детям и воспламенила ответные мысли. Неслучайно, детские инициативы направлены целиком на содержание урока и представлены в двух модальностях: в мышлении о связи понятий уже усвоенных и новых, конструируемых здесь и сейчас, и в понимании мыслей одноклассников об этих связях. ...
p>The content of education becomes the key to the development of the learner's agency when the teacher encourages children to independently construct a new concept using educational models. Using the case study method, we analyzed child-adult interactions at one of the key points of the emergence of children's independence in working with educational models. For this study we analyzed the lessons, where the primer by D.B. Elkonin was used. The focus of our observations was on the stage of transformation of the original model of sound-letter relations when students are faced with facts that contradict the principle described in this model. It is shown that in this situation, the initiative of learners can be directed by the adult entirely to the conceptual content of their work and presented in two modalities: in thinking about the connections between already learned concepts and new ones, constructed here and now, and in understanding the thoughts of classmates about these connections. At the same time, the teacher's efforts in real educational interaction are directed primarily at interweaving the disparate threads of children's conceptual initiatives, and in this way, at building a form of cooperation that is adequate to the content of notions constructed by students.</p
... The interests of the research team were on teacher learning processes as these were manifest through collaborative efforts of the partnership to deepen students' disciplinary practices and reasoning. Especially with inquiry-oriented instruction, teachers need to flexibly apply their knowledge in the dynamic context of the classroom while not compromising on underlying principles and practices central to the discipline in which inquiry occurs (Bereiter, 2014;Brown & Campione, 1994;Darling-Hammond & Bransford, 2005;Zech et al., 2000). At the same time, teachers operate within complex ecosystems: classrooms are embedded in departments, departments in schools within districts located in communities within larger geographical regions, states, and countries (e.g., Bronfenbrenner, 1994;Cohen et al, 1993). ...
... With the increased awareness of the significant role of classroom culture in shaping learning, over the past two decades, teaching thinking using programmed strategy instruction that targets students as individuals has been replaced with broad-based approaches that attempt to create classroom cultures that support the active social creation of knowledge in groups, such as developing thinking patterns (Gonzá lez et al., 2001), fostering a community of learners (Brown & Campione, 1994), and group knowledge building (Bereiter & Scardamalia, 2014). CoT as a teaching approach was introduced by Ritchhart (2002). ...
Guided by sociocultural theory (SCT) perspectives, this mixed-methods study investigated Saudi university EFL instructors' beliefs and teaching practices regarding the creation of culture of thinking (CoT) in language skills classrooms, and the factors affecting this process. Research data were gathered from 169 EFL university instructors through a self-report questionnaire. Among the participants, 12 instructors participated in a semi-structured interview. Additionally, classroom observations were conducted in seven classrooms. Questionnaire data were analyzed quantitatively using descriptive statistics while interview and classroom observation data were analyzed qualitatively. Instructors’ beliefs were examined in terms of their conceptions of thinking skills, and their perceptions of the importance of creating and sustaining a CoT in EFL classrooms. Their beliefs and reported practices were then compared to their actual classroom practices. Data analysis revealed several key findings. Firstly, there was an obvious incongruence between instructors' stated beliefs, reported practices, and actual classroom teaching practices. Though most instructors were favorable toward the CoT, they did not apply it to their classrooms. Secondly, several factors were identified to have mediated instructors' beliefs and practices pertaining to the CoT. These factors were related to cultural values (e.g., individual thinking, obedience, and respect for adults) as well as institutional and classroom contexts (e.g., workload, examination system, students’ thinking habits, and language proficiency). Finally, instructors lacked the strategies necessary to effectively implement CoT. Based on these findings, pedagogical implications and future research studies are proposed.
... Learning is therefore no longer based on memorizing and ad literam reproduction of information, but on making and presenting projects, on collaboration with other people (students, teachers) and other sources of information. 13 The differences between classical and ICT learning are not significant. There are studies that show that the integration of ICT favors learning more than classic courses 14 , but also studies that emphasize that there are no significant differences in the level of learning through the two methods. ...
Digital transformation is the process by which new digital technologies are integrated into the whole of activities to strengthen performance. A successful transformation is considered to guarantee a coherent and intelligent organization capable of anticipating expectations. Digitization and globalization are transforming businesses, everything being called into question: strategies, management, organizations, ways of designing, manufacturing and selling products and services, information and communication systems. The digital revolution is an upheaval for the individual, for businesses and for the whole society. Digital is revolutionizing technical activities, but also management and work methods. In this way, deterministic models must be reconciled with the practices resulting from more agile methods (test and learn, minimum viable product, short iterations) to deal with an environment that has become volatile, uncertain, complex and ambiguous.
... A project is the culmination of a series of activities conducted by students throughout an organized process (Du and Han, 2016). However, a project is a complex task based on challenging questions that drives activities, which combined amount to a meaningful result (Brown and Campione, 1994;Thomas, Mergendoller and Michaelson, 1999). PjBL has been defined by several researchers (i.e., Korkmaz and Kaptan, 2001) as a series of different linear steps or stages, but all agree that the process consists of the following common phases: project assignment, planning, investigation, design and development, presentation, and evaluation. ...
Agile methodologies derived from software development are today successfully applied in educational contexts as they provide a robust description of process workflows in team-based learning. It appears that the Agile Scrum model enhances team effectiveness, particularly focusing on teamwork and team interaction, which indicate effective collaboration. Agile methodologies further help learners develop sustainability competences because they reflect the current fast-paced and dynamically changing processes of our world. As Higher Education (HE) students are at the threshold of their careers, it is essential to strengthen soft skills beyond their academic subject. On these grounds, this study attempts to evaluate team effectiveness through the participation of 63 higher education students in an e-course, designed and developed according to the processes of the Scrum model appropriately embedded in Project-Based Learning (PjBL). Students were divided into small teams to provide sustainable smart solutions for their city, contributing to UNESCO's Global Goal 11 for Sustainable Development. Team effectiveness was assessed employing the "Big Five" framework. A questionnaire of 18 questions (Likert scale 1-5) was distributed to the students after the processes of the Agile Scrum. Initial results appear to be encouraging and motivating for authors to conduct further research.
... This process is basically aimed at improving the trainee's skills, knowledge, attitudes as well as work behavior. As Brown (1994) points out, an organization that seeks continuous improvement can use the services of training managers to facilitate the implementation of overall quality management, as they will play a role as agents of change. Ibrahim et al., (2017) says that every organization needs to determine training needs according to their own environment. ...
This study was conducted to study the relationship between time management, self management, physiological needs and trainers on the effectiveness of military training while studying among cadet officers at National Defence University Malaysia (NDUM). The analysis used in this study is a quantitative analysis that uses descriptive data collected from questionnaires. A total of 250 respondents consisting of year two of Bachelor Cadet Officers were selected for this study. Data analysis method employed is Statistical Package for Social Science (SPSS) Version 22.0. Descriptive analysis was used to analyze the frequency, percentage and mean used while Pearson Correlation analysis and Linear Regression were used to test the independent and dependent variables formed. The findings of the study asserted a positive relationship to all independent variables namely time management, self management, physiological needs and trainers on the effectiveness of training while learning. In a nutshell, it was found that time-management needs are the most dominant factor on the effectiveness of military training while studying among Cadet Officers at National Defence University Malaysia (NDUM).
... El papel del diálogo en la promoción de habilidades El enfoque dialógico es uno de los pilares de Indaga, específicamente la Indagación Dialógica (ID), y a partir de esta perspectiva se analizó el papel del diálogo en los procesos de aprendizaje y construcción de conocimiento, lo que priorizó las interacciones productivas, tanto entre pares como entre expertos y novatos, pues éstas favorecen la construcción de ideas complejas, críticas y reflexivas (Alexander, 2020;Wells, 2009). Entre los principios que se emplearon para promover estas formas de interacción está: la participación guiada entre expertos y novatos (Rogoff, 1991), el descubrimiento guiado (Brown & Campione, 1994) y la promoción del aprendizaje cooperativo (Littleton & Howe, 2010;Mercer, 2000;Palincsar & Herrenkohl, 2002;Rojas-Drummond et al., 1998). Asimismo, se utilizaron estilos de interacción de dos tipos: A) Socioconstructivos y dialógicos entre expertos y novatos, (Rojas-Drummond, 2000;Rojas-Drummond & Mercer, 2003) y B) Estilos de habla productivos como los son el habla exploratoria y coconstructiva entre pares (Mercer, 2000;Rojas-Drummond, et al., 2006). ...
En este trabajo se presentan la descripción y resultados preliminares del programa de innovación educativa Indaga, cuyo objetivo es fomentar en los educandos una cultura científica que permita crear, aplicar y difundir conocimiento sobre problemas socioambientales con una visión de sostenibilidad. Indaga promueve el desarrollo de habilidades esenciales para vivir en el siglo XXI (OCDE, ATC21S), en torno a un eje fundamental: la “indagación dialógica”. El programa se sustenta en la formación de comunidades de indagación, la construcción de aprendizajes integrales mediante el desarrollo de proyectos de investigación y la vinculación de espacios de aprendizaje formal y no formal. Indaga se implementó en una escuela privada al sur de la Ciudad de México, donde participaron 145 estudiantes de cuarto a sexto grado de primaria. Como resultado, los estudiantes identificaron problemáticas socioambientales y plantearon proyectos de investigación y soluciones en torno a éstas. Estos logros se manifestaron en la creación de una revista de divulgación y la presentación oral de sus hallazgos en una feria de ciencias.
... It also reflects another fundamental characteristic in the design realm, namely teamwork. It has been observed how through the collaborative approach that PBL requires, the classroom becomes a community of learners [11] Although PBL was theorised with a hands-on, Face-to-Face approach, the evolution of technologies has also impacted this approach. ...
... It was also discovered that the participants whose first language is Visayan showed good in interpreting the antonyms, based on this result, it is clear to say that the method of interpretation of the Visayan language has similarities or similarities with the way of giving -meaning in the Filipino language so it turns out that the participants whose first language is Bisaya are better than the participants whose first language is Chabacano and Tausug. Consider here the Interlanguage Theory from Brown (1994) who says that the first language influences the learning of the second language.In other words, each person creates a self-image by relating or combining the information received from their senses. ...
It is important for children to develop a diverse set of words that expands over time through their exposure to language and literature, so they can understand and create more intricate written works and communicate verbally in different social contexts. This quantitative-descriptive-correlational study aimed to determine the vocabulary proficiency of the college students in one of the universities in the Philippines. The respondents' gender and first language were hypothesized by the researcher to have been factors that affect the vocabulary proficiency of the students. 98 students voluntarily participated who were chosen using total enumeration sampling. To meet the research objectives, the researcher utilized a standardized objective-typed and open-ended questions consist of 80 items. The study found out that the college students' overall vocabulary proficiency falls on a moderate level. Thus, although students already have the ability to express their thoughts with the use of clear and appropriate choice of words, still there has to room for improvement. With this result, curriculum planner may use this finding as their basis for the development of a vocabulary program that will help develop this skill in the early years of education among school children, The development of oral language and early literacy is significantly influenced by the presence of a rich and varied vocabulary.It is therefore necessary to once again determine the vocabulary competence of the college students which could be used as basis for supporting young children's vocabulary growth.
... Guiding the design of FCL is a set of learning principles that are addressed in detail elsewhere (Brown, 1995;Brown & Campione, 1994. Here I mention a subset that follows from Bruner's (1996) description quoted in the first paragraph of this article and the schematic summary of FCL shown in Figure 8. ...
In this article, a program of research known as Fostering Communities of Learners is described. This program is in place in several schools and classrooms serving inner-city students from 6 to 12 years of age. Based on theoretical advances in cognitive and developmental psychology, the program is successful at improving both literacy skills and domain-area subject matter knowledge (e.g., environmental science and biology). Building on young children's emergent strategic and metacognitive knowledge, together with their skeletal biological theories, the program leads children to discover the deep principles of the domain and to develop flexible learning and inquiry strategies of wide applicability.
... Namun pembelajaran berbasis penemuan membutuhkan waktu yang cukup lama karena peserta didik dituntut untuk menemukan konsep secara mandiri. Selain itu, pembelajaran berbasis penemuan tanpa bimbingan dianggap menjadi sesuatu yang dapat menimbulkan bahaya karena peserta didik diharapkan untuk dapat menemukan sendiri suatu konsep sehingga cukup memiliki kemungkinan besar untuk terjadi miskonsepsi [4]. Oleh karena itu, model pembelajaran yang dinilai lebih efektif dan efisien untuk meningkatkan kemampuan pemahaman konsep adalah model pembelajaran penemuan terbimbing (guided discovery) [2]. ...
Artikel ini memaparkan hasil penelitian yang bertujuan untuk menganalisa apakah terdapat peningkatan kemampuan pemahaman konsep matematis peserta didik setelah pembelajaran menggunakan model guided discovery yang mengacu pada learning trajectory. Artikel ini ditulis berdasarkan hasil studi literatur dengan cara menganalisa, meringkas dan menyimpulkan. Guru memiliki peranan penting dalam meningkatkan kemampuan pemahaman konsep matematis peserta didik. Salah satu cara yang dapat digunakan oleh guru adalah dengan menerapkan model pembelajaran guided discovery. Selain itu, dengan menggunakan learning trajectory guru dapat memahami cara berpikir peserta didik, sehingga dapat memahami bagaimana cara membantu peserta didik untuk mempelajari matematika dengan baik. Hasil studi literatur menunjukkan bahwa model pembelajaran guided discovery yang mengacu pada learning trajectory mampu meningkatkan kemampuan pemahaman konsep peserta didik.
... De focus op communityvorming in het onderwijs in Nederland is gerelateerd aan (sociaal) constructivistische leertheorieën. Onderwijs op basis van constructivistische ideeën gaat ervan uit dat leerlingen kennis construeren op een actieve manier in een authentieke context (Brown & Campione, 1994). Sociaal-constructivistische leertheorieën suggereren dat het leren effectiever is wanneer dit plaatsvindt in een sociale context. ...
Studenten in honoursprogramma’s vormen vaak eigen netwerken van contacten. Dit is gebleken uit Amerikaanse ervaringen met honoursprogramma’s via interviews met de Amerikaanse site visitors van honoursprogramma’s, maar ook uit nader onderzoek bij Nederlandse honoursprogramma’s. In de VS worden deze netwerken ook wel honourscommunity’s genoemd, een term die we hier ook zullen aanhouden. Community’s zijn van grote betekenis want bij veel honoursprogramma’s worden juist vanuit deze community’s extra activiteiten georganiseerd. Het leer- en ontwikkelingsproces van studenten wordt erdoor gestimuleerd en ze zijn een ontmoetingsplaats van studenten, docenten en extern betrokkenen. In dit hoofdstuk gaan we in op de kenmerken van een honourscommunity en strategieën voor de ontwikkeling ervan.
... How do relationships impact students' abilities to engage in collaborative scientific practices? Numerous studies describe productive learning communities that demonstrate strong relationships among participants (Brown, 1997;Brown & Campione, 1994;Cornelius & Herrenkohl, 2004;Engle & Conant, 2002;Stroupe, 2014). Rigorous student talk is supported by classroom strategies for fostering discourse and norms for productive talk, as well as the ability of teachers to be responsive to student ideas (Thompson et al., 2016;Windschitl & Calabrese Barton, 2016). ...
... In the LSM pedagogy, open collaboration among learners, faculty staff, and partners is fundamental to creating a strong community of learners, as emphasised by Brown and Campione (1994). This collaborative approach has resulted in positive impacts on active learning. ...
Purpose: The study identifies the key takeaways which characterizes the importance of learning environment at the university for future workplace. The term work today involves both performing tasks and actively learning on and about these tasks. Thus, learning is essential for a new workplace.Study design/methodology/approach: The study examines the impacts from having implemented the studio pedagogy known as the LAB Studio Model (LSM) during 2014-2018. This model was implemented through the Oamk LABs educational program at Oulu University of Applied Sciences in Finland. In addition to the immediate (from repeated observations), the enduring effects (after 5 years) from informal sessions are gathered.Findings: Altogether, the study identified 12 key takeaways that contribute positively to learning and motivation to learn. These key takeaways are important for the preparation of a future workforce.Originality/value: The LSM appears to help prepare the university graduates for Industry 4.0 challenges and opportunities.
In the most common school practice students (and teachers) are seen as consumers (and transmitters) of culture. A factor of dis-equilibrium in such a system is introduced when students (and teachers) become involved in the production, accumulation, and circulation of ideas that can be eventually appropriated or critically rejected by other members of the community, as it is the case in the scientific community. An external audience constitutes a powerful "constraint" to the class practice: a) it questions the social value of the outcomes of the activities, to select what to make public, b) it requires argumentation, c) it creates awareness of alternative ways of pursuing the same goals, d) it demands confrontation with other standards of validity and of quality, and e) it makes one more responsible and proud of one's own achievements since they become shared resources. Based on these assumptions, we designed an educational context where the software Our World is a component. Educational research is making significant progress in the comprehension of the principles which can guide the teachers in the organization and management of communities of learners (Brown & Campione, 1996; Lamon Secules, Hackett, Bransford, Goldman, 1996; Ligorio & Caravita, 1994; Scardamalia, Bereiter, & Lamon, 1994; Salomon, 1993). Consistently with the socio-constructivist theories, these studies have confirmed that action strategies, thinking strategies and communication strategies depend on one another for their development and growth, and require a social context. Recursive elaboration is motivated by the circulation of products in a community where expertise is distributed and where products must be integrated in order to achieve a higher level of complexity.
Mathematical problem-solving skills are essential abilities that every student must possess to tackle various challenges in mathematics learning. This article focuses on differentiating, assessing, and drawing conclusions from research findings related to the use of the Problem-Based Learning (PBL) model and Scratch learning media, as well as their influence on students' problem-solving abilities. The study was conducted using the Systematic Literature Review (SLR) method, aiming to analyze and summarize previous research findings. The literature review was conducted by collecting articles published between 2018 and 2024. To obtain comprehensive data, a survey of 30 national and international journal articles was conducted. These articles were obtained through Google Scholar and SINTA as recognized scientific journal search platforms. Each article was analyzed based on its methodology, findings, and the impact of using the Problem-Based Learning model and Scratch learning media on students' mathematical problem-solving abilities. The results of the review show that the use of Problem-Based Learning significantly improves students' critical and analytical thinking skills in solving mathematical problems. Additionally, the integration of interactive learning media such as Scratch also makes a significant contribution by making learning more engaging, facilitating concept understanding, and enhancing student motivation. Scratch media helps students visualize problems and break them down into more manageable steps, making it easier for them to find solutions. Overall, this study indicates that the combination of the Problem-Based Learning model with the assistance of Scratch media not only improves students' mathematical problem-solving skills but also enriches their overall learning experience. Therefore, this approach is recommended as an effective learning strategy to enhance students' cognitive abilities across various subjects, particularly mathematics. This study also makes an important contribution to the development of technology-based learning strategies that are relevant and adaptable to students' needs in the current digital era.
This study explores the implementation of the Culturally Responsive Teaching (CRT) approach combined with the Problem-Based Learning (PBL) model to enhance students' critical thinking skills. Critical thinking is a crucial competency in the 21st century, and educational approaches that consider cultural diversity can significantly impact students' learning outcomes. The study was conducted in a secondary education setting in Indonesia, where students from diverse cultural backgrounds participated in a series of PBL sessions designed around culturally relevant scenarios. Data were collected through a mixed-methods approach, including pre-and post-intervention assessments of critical thinking skills, classroom observations, and student interviews. The findings indicate that the integration of CRT with PBL significantly improves students' ability to analyze, evaluate, and synthesize information critically. The culturally relevant context provided by CRT helped students connect the learning material with their personal experiences, leading to deeper understanding and more meaningful engagement. The study concludes that the CRT-PBL model is an effective pedagogical strategy for fostering critical thinking in culturally diverse classrooms. The implications of these findings for curriculum design and teacher training are also discussed.
This study aims to conduct a meta-analysis of the effectiveness of the Problem Based Learning (PBL) model in enhancing the mathematical reasoning ability of students in the Tadris Mathematics program at UIN Syahada Padangsidimpuan. Problem Based Learning is a pedagogical approach that places students in real and complex situations, encouraging them to identify, analyze, and solve problems through critical and creative approaches. This method focuses on the active involvement of students in the learning process, where they work in groups to solve problems related to mathematical concepts, aiming to deepen their understanding and problem-solving skills. Out of 20 identified studies, 15 studies met the inclusion criteria and were used in this meta-analysis. The results show that PBL has a significant positive impact on improving mathematical reasoning abilities, with an average effect size of Cohen's d of 0.65, indicating a medium to large effect. Variations in effect sizes were found among individual studies, which may be influenced by instructional design, level of instructor support, and student characteristics. While PBL shows great potential in enhancing mathematical reasoning, it is important to consider the context and proper implementation to maximize its benefits. This study concludes that PBL is effective in enhancing mathematical reasoning abilities and recommends the implementation of PBL with careful planning and adequate support to maximize its benefits. Further research is needed to explore factors affecting the success of PBL and to identify optimal strategies for its implementation.
Resumen. Actualmente, en una sociedad de aprendizaje, la educación debe centrarse en fomentar la Competencia Adaptativa (AC por sus siglas en inglés: Adaptative Competence) que se define como la habilidad de aplicar de manera flexible conocimientos y destrezas en diferentes contextos. En este artículo se discuten tres preguntas: ¿Qué deben aprender los estudiantes a fin de adquirir la AC en un campo particular? ¿Cuáles son las características que se requieren en un proceso de aprendizaje productivo para obtener la competencia adaptativa? ¿Cómo se puede estimular y prolongar este aprendizaje a través de la instrucción? Este artículo presenta un estudio ilustrativo enfocado en el diseño de un ambiente de aprendizaje para mejorar la competencia de resolución de problemas en estudiantes de educación primaria. Las acotaciones finales indican los retos de la implementación de ambientes de aprendizaje innovadores.
هدف البحث إلى الكشف عن دور الشبكات الاجتماعية في دعم التعلم القائم على المشروعات لدى طلاب تكنولوجيا التعليم. واستخدام البحث المنهج الوصفي، وتكونت مجموعة البحث من عينة من طلاب تكنولوجيا التعلم، وتكمن أهمية البحث في تقديم نموذج لتفعيل الشبكات الاجتماعية في دعم التعلم القائم على المشروعات بمراحله الثلاثة بالنسبه للطلاب، وقد جاءت النتائج مؤكده على ان الشبكات الاجتماعية تفيد في عمليتي التعليم والتعلم لزيادة دافعية الطلاب للتعلم بإستخدام إستراتيجية التعلم القائم على المشروعات، كما أوصى البحث بضرورة الاستفادة من مواقع الشبكات الاجتماعية بما لها من خصائص ومميزات في دعم أنشطة عمليتي التعليم والتعلم بشكل عام، وتوظيف الشبكات الاجتماعية في دعم استراتيجيات التدريس التي تقوم على التعلم التشاركي أو التعاوني، كما أوصى البحث بإجراء دراسة عن دور الشبكات الاجتماعية في دعم أدوار المعلم في إستراتيجية التعلم القائم على المشروعات، مع ضرورة إجراء دراسة حول العلاقة بين التفاعل الإجتماعى من خلال مواقع الشبكات الاجتماعية وتنمية مهارات التفكير العليا
Bu araştırma, ortaokul öğrencilerinin "Çocuklar için Felsefe (P4C)" etkinlikleri sırasında oluşturdukları soruları incelemeyi amaçlamaktadır. Araştırma nitel araştırma desenlerinden durum çalışmasıdır. Araştırmanın katılımcıları bir devlet okulunda öğrenim gören ortaokul 7. sınıf öğrencileridir. Araştırma kapsamında, beş adet matematik hikayesi videosu öğrencilere uyaran olarak izletilmiş daha sonrasında öğrencilerden izledikleri bu videolara yönelik sorular oluşturmalarını ve tartışmaları istenmiştir. Araştırma kapsamında 97 adet geçerli soru üretilmiştir. Öğrencilerin oluşturdukları bu sorular, içerik analizi yöntemi ile analiz edilmiştir. Bulgulara göre öğrencilerin soruları "Temel Bilgi ve Hatırlama", "Neden-Sonuç Analizi" Eleştirel Düşünme ve Değerlendirme" ve "Empati Kurma ve Düşüncelerini İfade Etme" şeklinde dört kategoride değerlendirilmiştir. İlk kategorideki sorular öğrencilerin temel bilgileri anlama ve hatırlama yeteneklerine yönelik; "kim, ne, nerede, ne zaman ve nasıl" gibi sorulardır. İkinci kategorideki sorular daha çok neden-sonuç ilişkilerini anlama becerileri ile ilgili olup, öğrencilerin daha derinlikli ve analitik düşünmelerini gerektirmiştir. Araştırmanın üçüncü kategorisinde, öğrencilerin eleştirel bir bakış açısı ile konuları sorguladığı ve olabilecek farklı senaryoları ele aldığı tespit edilmiştir. Son olarak, dördüncü kategoride öğrencilerin kendi düşüncelerini ifade etme ve farklı bakış açılarını anlama ve kabul etme yetenekleri ile ilgili sorular ürettikleri tespit edilmiştir. Öğrenciler etkinliklere başladığında daha çok bilgi ve hatırlama kategorisinde sorular üretirken etkinlikler ilerledikçe empati kurma, eleştirel düşünme gibi farklı düşünce becerilerini kullanarak bu yönde sorular ürettikleri ve bu becerilerinin zamanla geliştiği gözlemlenmiştir. Sonuç olarak, matematik sınıflarında P4C'nin öğrencilerin soru üretme becerilerinin ve düşünce süreçlerini teşvik ettiği söylenebilir.
Bu araştırma, ortaokul öğrencilerinin "Çocuklar için Felsefe (P4C)" etkinlikleri sırasında oluşturdukları soruları incelemeyi amaçlamaktadır. Araştırma nitel araştırma desenlerinden durum çalışmasıdır. Araştırmanın katılımcıları bir devlet okulunda öğrenim göre ortaokul 7. sınıf öğrencileridir. Araştırma kapsamında, beş adet matematik hikayesi videosu öğrencilere uyaran olarak izletilmiş daha sonrasında öğrencilerden izledikleri bu videolara yönelik sorular oluşturmalarını ve akabinde tartışmaları istenmiştir. Araştırma kapsamında 97 adet geçerli soru üretilmiştir. Öğrencilerin oluşturdukları bu sorular, araştırmacılar tarafından geliştirilen dört farklı kategori içeren bir gösterge analiz edilmiştir. Bu kategoriler; "Temel Bilgi ve Hatırlama”, “Neden-Sonuç Analizi” Eleştirel Düşünme ve Değerlendirme” ve “Empati Kurma ve Düşüncelerini İfade Etme” dir. Kategoriler araştırma süresince soruları analiz ettikçe ortaya çıkmıştır. Bulgulara göre, ilk kategorideki sorular öğrencilerin temel bilgileri anlama ve hatırlama yeteneklerine yönelik; kim, ne, nerede, ne zaman ve nasıl gibi sorulardır. İkinci kategorideki sorular daha çok neden-sonuç ilişkilerini anlama becerileri ile ilgili olup, öğrencilerin daha derinlikli ve analitik düşünmelerini gerektirmiştir. Araştırmanın üçüncü kategorisinde, öğrencilerin eleştirel bir bakış açısı ile konuları sorguladığı ve olabilecek farklı senaryoları ele aldığı tespit edilmiştir. Son olarak, dördüncü kategoride öğrencilerin kendi düşüncelerini ifade etme ve farklı bakış açılarını anlama ve kabul etme yetenekleri ile ilgili sorular ürettikleri tespit edilmiştir. Öğrenciler etkinliklere başladığında daha çok bilgi ve hatırlama kategorisinde sorular üretirken etkinlikler ilerledikçe empati kurma, eleştirel düşünme gibi farklı düşünce becerilerini kullanarak bu yönde sorular ürettikleri ve bu becerilerinin zamanla geliştiği gözlemlenmiştir. Sonuç olarak, araştırma ortaokul öğrencilerinin P4C etkinlikleri sırasında soru üretme becerilerini ve düşünce süreçlerini anlamak için önemli bir perspektif sunmaktadır.
Honoursstudenten onderscheiden zich in verschillende opzichten van reguliere studenten. Er is sprake van een eigen groepscultuur, die zij vaak als sterk verschillend ervaren van het reguliere onderwijs. We bekijken in dit hoofdstuk wat dit betekent dit voor de rol van de docent, wat studenten verwachten van de honoursdocent en hoe honoursdocenten invulling geven aan hun rol.
Honoursprogramma’s zijn gericht op het ontwikkelen van talent en professionele excellentie. Het is belangrijk dat duidelijk is wat in de praktijk wordt bedoeld met die termen. Dit hoofdstuk gaat in op onderzoek naar kenmerken van talent en professionele excellentie. Dat onderzoek levert aanwijzingen op voor de inrichting van een honoursprogramma en voor de selectie van studenten voor dat programma.
In de honoursprogramma’s van diverse instellingen voor hoger beroepsonderwijs zijn de competenties of kwaliteiten samengevat in een excellentieprofiel. Instellingen hanteren het excellentieprofiel op verschillende manieren, waarbij het gemeenschappelijke is dat het fungeert als een kompas gedurende het programma voor de excellerende student, de begeleiders en de beoordelaars. In dit hoofdstuk zetten we de kern van de verschillende excellentieprofielen van acht hogescholen
uiteen en vergelijken we de profielen onderling. Dit hoofdstuk zoomt in op de excellentieprofielen vanuit het perspectief van de onderwijsinstelling en in hoofdstuk 5 beschrijven we vervolgens hoe excellentie wordt benaderd vanuit het perspectief van de beroepsbeoefenaren.
Er zijn studenten met de nodige capaciteiten, die niet deelnemen aan honoursprogramma’s. De vraag is hoe dit komt. Is het niet aantrekkelijk genoeg voor hen of zijn er drempels of andere factoren in het spel die hen ervan weerhouden om deel te nemen? Mogelijk zijn er studenten die zich niet realiseren dat ze voldoende talenten hebben om deel te nemen aan honoursonderwijs. In dit hoofdstuk gaan we hierop in en geven we aanwijzingen voor het ontdekken van studenten met latent talent en voor het betrekken van deze studenten bij honoursonderwijs.
In dit hoofdstuk schetsen we een beeld van de visie op professionele excellentie vanuit het
perspectief van vier professies. Aan de hand van inzichten uit de literatuur gecombineerd
met quotes uit de discussies in verschillende focusgroepen, maken we de definiëring van
professionele excellentie inzichtelijk.
In dit hoofdstuk gaan we in op de manier waarop honoursprogramma’s worden georganiseerd. De instelling moet bijvoorbeeld de keuze maken voor langdurige oefening of voor juist meer geconcentreerde oefening in de tijd. Tevens staat daarin vermeld of de instelling het honoursprogramma programmeert of de student. We behandelen ook de verschillende manieren waarop de programma’s ingevuld worden. Speciale aandacht geven we daarbij aan de invulling van een programma in relatie met de beoogde talentontwikkeling. Tot slot beschrijven we de resultaten
van een onderzoek naar het oordeel van studenten over een aantal kenmerken van honoursprogramma’s.
De activiteiten binnen een honoursprogramma sturen in hoge mate het leerproces van de student en bepalen of de ontwikkeling van de student in de richting van professionele excellentie gaat. De activiteiten beginnen al bij de selectie voor toelating tot het honoursprogramma, waarna projecten, opdrachten en andere activiteiten volgen. Met de activiteiten voor de eindbeoordeling ronden de studenten het leerproces binnen het honoursprogramma af. Honoursdocenten
staan voor de uitdaging om voor hun studenten honoursactiviteiten te ontwerpen,
die de talenten van deze studenten optimaal tot ontwikkeling brengen. Dat betekent ook dat er ruimte moet zijn voor eigen initiatief van studenten, dat het stimulerend is voor de docenten en dat de resultaten duidelijk uitstijgen boven het niveau van het reguliere programma. Uitstijgen kan betekenen dat studenten dieper op de stof ingaan of vanuit een bredere kennisbasis werken (bijvoorbeeld multidisciplinair), dat zij een meer originele benadering hebben gekozen of dat zij internationaler werken. Vaak richt het programma:programma zich op een van kwaliteiten.
In dit hoofdstuk geven we acht voorbeelden van geslaagde honoursactiviteiten en gaan we in op speciale aspecten van honoursactiviteiten zoals de authenticiteit van opdrachten, samenwerking en mate van zelfsturing. Ook geven we aanwijzingen voor het opzetten van honoursactiviteiten, die als inspiratie kunnen dienen voor docenten.
Kwaliteitszorg voor honoursprogramma’s
Dit hoofdstuk geeft een beschouwing over de kwaliteitszorg in honoursprogramma’s op instellingsniveau. De inhoud is gebaseerd op de (ruime) ervaring met kwaliteitszorg in de VS en op de eerste ervaringen in Nederlandse onderwijsinstellingen. Ter illustratie van dat laatste geven we voorbeelden van een intern auditsysteem op een hogeschool, de formulering van algemene kenmerken van een Nederlands honoursprogramma, een voorbeeld van maatstaven voor een excellentiebeleid en een voorbeeld van een extern auditproces. We beogen met deze informatie een bijdrage te leveren aan de discussie over de ontwikkelingen van
een systeem van kwaliteitszorg voor de Nederlandse honoursprogramma’s. We eindigen met aandachtspunten voor een vorm van kwaliteitszorg die niet strijdig is met het innovatieve karakter van honoursonderwijs.
Didactisch handelingskader voor honoursdocenten
Met de erkenning van het belang van talentontwikkeling en de komst van honoursprogramma’s is een nieuw soort onderwijs tot ontwikkeling gekomen voor studenten die meer kunnen en willen dan het reguliere programma hun biedt. Het centraal stellen daarbij van de kenmerken van een excellente professional geeft een nieuwe invulling aan het onderwijs. Die nieuwe invulling heeft gevolgen voor het onderwijsaanbod, de toelating van studenten, de begeleiding, de
samenwerking van studenten, de cultuur, de beoordeling en de kwaliteitszorg. In dit hoofdstuk worden de belangrijkste zaken op een rij gezet en werken we toe naar een handelingskader voor de honoursdocent, dat is bedoeld om ideeën op te doen voor de eigen onderwijspraktijk.
Waarom een boek over onderwijsprincipes gericht op ontwikkeling van
professionele excellentie?
In het hoger onderwijs in Nederland zijn de laatste jaren veel onderwijsprogramma’s ontwikkeld voor ‘hoogvliegers’, studenten die meer willen en meer kunnen dan het reguliere programma hun biedt. De universiteiten van Utrecht en Leiden zijn begin jaren ‘90 gestart met zogenoemde honoursprogramma’s en andere universiteiten en hogescholen volgden met vergelijkbare programma’s.
Er is in het laatste decennium een veelheid aan honoursprogramma’s ontstaan met een eigen karakter. Die programma’s zijn gericht op de kenmerken van excellente professionals in een beroepsdomein. Tal van onderwijsinstellingen werken aan de ontwikkeling van deze honoursprogramma’s, op verschillende manieren, maar vaak met groot succes. Toch weten docenten van honoursprogramma’s vaak niet hoe docenten van andere instellingen dit honoursonderwijs
verzorgen. Om deze reden hebben we in dit boek de ervaringen gebundeld van een aantal hogescholen en universiteiten met honoursonderwijs, specifiek gericht op professionele excellentie.
Tegelijk hebben we geprobeerd met achtergrondinformatie en resultaten van wetenschappelijk onderzoek, meer diepgang te geven aan het denken over honoursonderwijs en de opgedane ervaringen toegankelijk te maken voor een grotere groep geïnteresseerden. Een grote groep docenten in honoursonderwijs is bereid geweest om als auteur een bijdrage te leveren aan dit boek. Dat heeft ook een diversiteit opgeleverd aan voorbeelden van allerlei aspecten van honoursprogramma’s,
die gericht zijn op ontwikkeling van professionele excellentie.
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