Skip to main content
SpringerLink
Log in

Introduction to Part III

Professional development for primary science and technology pedagogy

  • Chapter
Book cover Professional Development for Primary Teachers in Science and Technology

Part of the book series: International Technology Education Studies ((ITES,volume 9))

  • 852 Accesses

Abstract

In the theoretical framework that was developed for the VTB-Pro project (Walma van der Molen, de Lange and Kok 2009), three main pillars are mentioned as the desired outcomes of professionalization activities. These are: knowledge and skills with respect to science and technology, attitudes towards science and technology, and pedagogical skills for inquiry-based learning and learning by design. Part I and Part II of this book dealt with the first two of these pillars; Part III is related to, but does not fully cover the third pillar.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Baer, J. (1998). The Case for Domain Specificity of Creativity, Creativity Research Journal, 11(2), 173–177

    Article  Google Scholar 

  • Banks, F. (2009). Research on Teaching and Learning in Technology Education. In A. Jones & M.J. de Vries (Eds.) International Handbook of Research and Development in Technology Education (555– 568). Rotterdam/Taipei: Sense Publishers.

    Google Scholar 

  • Brown, A.L. & Kane, M.J. (1988). Pre-School Children can Learn to Transfer: Learning to Learn and Learning from Example. Cognitive Psychology 20, 493–523.

    Article  Google Scholar 

  • Brown, J.S., Collins, A. & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher 18(1), 32–42.

    Google Scholar 

  • Carter, L. (2007). Sociocultural Influences on Science Education: Innovation for Contemporary Times. Science Education 92(1), 165–181.

    Article  Google Scholar 

  • Cross, N. (1984). Developments in Design Methodology. Chichester: Wiley.

    Google Scholar 

  • Jonassen, D.H. (2006). On the Role of Concepts in Learning and Instructional Design. Educational Technology Research & Development 54(2), 177–196.

    Article  Google Scholar 

  • Lave, J., Smith, S & Butler, M.:(1988), Problem Solving as an Everyday Practice. In J. Lave, J. G. Greeno, A. Schoenfeld, S. Smith & M. Butler (Eds.), Learning Mathematical Problem Solving, Palo Alto, CA.: Institute for Research on Learning report no. IRL88–0006.

    Google Scholar 

  • Lee, O. (2005). Science Education With English Language Learners: Synthesis and Research Agenda. Review of Educational Research 75(4), 491–530.

    Article  Google Scholar 

  • Nardi, B.A. (1996), Studying Context: A Comparison of Activity Theory, Situated Cognition Models, and Distributed Cognition. In: Nardi, B.A. (Ed.), Context and Consciousness: Activity Theory and Human-Computer Interaction (69–102). Cambridge, MA: MIT Press.

    Google Scholar 

  • Newell, A. & Simong, H.A. (1972). Human Problem Solving. Englewood-Cliffs: Prentice-Hall.

    Google Scholar 

  • Novak, J.D. (2005). Results and Implications of a 12-Year Longitudinal Study of Science Concept Learning. Research in Science Education 35, 23–40.

    Article  Google Scholar 

  • Pilot, A. & Bulte, A.M.W. (2006). The Use of “Contexts” as a Challenge for the Chemistry Curriculum: Its successes and the need for further development and understanding. International Journal of Science Education, 28(9), 1087–1112.

    Article  Google Scholar 

  • Porlan, R. & del Pozo, R.M. (2004). The Conceptions of In-service and Prospective Primary School Teachers About the Teaching and Learning Science. Journal of Science Teacher Education, 15(1), 39–62.

    Article  Google Scholar 

  • Vries, M.J. de (2005). Teaching About Technology. An Introduction to the Philosophy of Technology for Non-Philosophers. Dordrecht, Netherlands: Springer.

    Google Scholar 

  • Walma van der Molen, J., Lange, J. de & Kok, J. (2009). Professionalisation in science & technology in The Netherlands: Primary education. Theoretical framework. The Hague, The Netherlands: Platform Bèta Techniek.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Delft University of Technology Delft, The Netherlands

    Marc J. de Vries

Authors
  1. Marc J. de Vries
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Delft University of Technology, The Netherlands

    Marc J. de Vries

  2. Utrecht University & Fontys University of Applied Science, The Netherlands

    Hanno van Kuelen

  3. Research Department, Kennisnet,public educational organization on ICT in education, The Netherlands

    Sylvia Peters

  4. University of Twente, The Netherlands

    Juliette Walma van der Molen

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Sense Publishers

About this chapter

Cite this chapter

Vries, M.J.d. (2011). Introduction to Part III. In: Vries, M.J.d., Kuelen, H.v., Peters, S., Molen, J.W.v.d. (eds) Professional Development for Primary Teachers in Science and Technology. International Technology Education Studies, vol 9. SensePublishers. https://doi.org/10.1007/978-94-6091-713-4_12

Download citation

Publish with us

Policies and ethics

Societies and partnerships

Search

Navigation