Future themes of mathematics education research: an international survey before and during the pandemic     

Bakker  Arthur  Cai  Jinfa  Zenger  Linda 《Educational Studies in Mathematics》2021,107(1):1-24

Educational Studies in Mathematics - Before the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44...  相似文献   

A mysterious success: Doctor Spock and the Netherlands in the 1950s     

Bakker N  Wubs J 《Paedagogica Historica: International Journal of the History of Education》2002,37(1):209-226

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Which Techno-mathematical Literacies Are Essential for Future Engineers?     

van der Wal  Nathalie J.  Bakker  Arthur  Drijvers  Paul 《International Journal of Science and Mathematics Education》2017,15(1):87-104

Due to increased use of technology, the workplace practices of engineers have changed. So-called techno-mathematical literacies (TmL) are necessary for engineers of the 21st century. Because it is still unknown which TmL engineers actually use in their professional practices, the purpose of this study was to identify these TmL. Fourteen semi-structured interviews were conducted with engineers with a background in different educational tracks in higher professional education (e.g. civil, chemical, biotechnical and mechanical engineering). As a result of the data analysis, 7 commonly used TmL are identified: data literacy, technical software skills, technical communication skills, sense of error, sense of number, technical creativity and technical drawing skills. Engineers also noted a discrepancy between their education and workplace needs; they characterized mathematics in their education as an island with limited relevance. These findings lead to recommendations for the future of science, technology, engineering and mathematics (STEM) in higher technical professional education that can help students learn STEM for the future.  相似文献   

Contextualising Vocational Knowledge: A Theoretical Framework and Illustrations From Culinary Education     

W. T. Heusdens  A. Bakker  L. K. J. Baartman  E. De Bruijn 《Vocations and Learning》2016,9(2):151-165

The nature of knowledge in vocational education is often described in dichotomies such as theory versus practice or general versus specific. Although different scholars now acknowledge that vocational knowledge is more than putting bits of theoretical and practical knowledge together, it is still unclear how vocational knowledge should be theorised instead. In this article we theorise the idea of contextualising vocational knowledge to understand the nature of vocational knowledge and illustrate this process of contextualising with empirical examples from culinary education. We adopt an activity-theoretical focus on contextualising that involves both particularising and providing coherence. We posit a cognitive process of meaning making where meaning derives from seeing the relationships of parts to the whole. The aspects of the nature of coherence and the relation between concepts and actions seem rather underdeveloped in vocational education theory. To characterise this process at a micro-level, we enhance the activity-theory approach with an inferentialist one. Inferentialism offers a way to focus on reasons and inferential relations between concepts and actions that provides coherence in vocational knowledge. To characterise the broad spectrum of processes relevant for vocational knowledge, we propose the terms “conceptualising” and “concretising”. Conceptualising involves inferring what follows from understanding a concept in a particular situation in relation to the meaning of other concepts. Concretising involves inferring what follows from understanding an aspect of the occupational practice in which students are participating. We argue that this way of framing vocational knowledge helps to better understand its nature and development.  相似文献   

In the interests of the child: psychiatry,adoption, and the emancipation of the single mother and her child – the case of the Netherlands (1945–1970)     

Nelleke Bakker 《Paedagogica Historica: International Journal of the History of Education》2019,55(1):121-136

ABSTRACT

This paper discusses illegitimacy and single motherhood in the postwar period in the Netherlands from the perspective of what was considered to be in the interests of the child: being adopted by a married couple or being raised by the birthmother. It focuses particularly on the impact of psychiatry and the legalization of adoption in 1956 on the emancipation of the single mother and her child. The paper argues that the release of single motherhood and illegitimacy from the moral-religious stigmata of a “sinful fallen woman” and a “damned” or “degenerated” child has, in the Dutch case, not proceeded as a linear process. The process of emancipation toward proud and independent lone motherhood stagnated in the 1950s and 1960s because, when adoption was legalized, illegitimacy became an issue over which scientists, especially psychiatrists, gained the power of expert control. Guided by dynamic psychology and what they conceived of as the best interests of the child they declared single mothers to be victims of “sociopathology” and, consequently, unfit for motherhood. Adoption became the preferred option. This medicalised approach continued to dominate until the reawakening of feminism in the late 1960s made self-sufficient lone motherhood once more a respectable choice.  相似文献   

Spatial scientometrics: Towards a cumulative research program   总被引：1，自引：0，他引：1  

Koen Frenken  Sjoerd Hardeman  Jarno Hoekman 《Journal of Informetrics》2009,3(3):222-232

We propose a research program to analyse spatial aspects of the science system. First, we provide a review of scientometric studies that already explicitly take the spatial dimension into account. The review includes studies on (i) the spatial distribution of research and citations, (ii) the existence of spatial biases in collaboration, citations and mobility, and (iii) the citation impact of national versus international collaborations. Then, we address a number of methodological issues in dealing with space in scientometrics. Finally, to integrate spatial and non-spatial approaches, we propose an analytical framework based on the concept of proximity. A proximity approach allows for combining hypotheses from different theoretical perspectives into a single framework.  相似文献   

Retroactive interference effects of mentally imagined movement speed     

Marc S.J. Boschker  Frank C. Bakker  B. Rietberg 《Journal of sports sciences》2013,31(8):593-603

In two retroactive interference experiments, we assessed the effect of mentally imagined movement speed on subsequent motor performance. All participants performed a sequential motor action at three speeds during a baseline test and a retention test. During the retention interval of Experiment 1, the participants (n = 50) physically performed the action at a slow speed, physically performed it at a fast speed, imagined it at a slow speed, imagined it at a fast speed, or performed a no-practice control task. In Experiment 2, the participants (n = 24) imagined the movement, overtly vocalized words, or both, all at a slow speed. The results revealed that the speed of the imagined motor action affected the speed of subsequent performance in the retention test and that imagery and physical practice were functionally equivalent. The results are consistent with Lang's bio-informational theory.  相似文献   

Changes in the perception of action possibilities while climbing to fatigue on a climbing wall     

J. R. Pijpers  Ra?ul R. D. Oudejans  Frank C. Bakker 《Journal of sports sciences》2013,31(1):97-110

Abstract

In two experiments we examined changes in the perception of action possibilities as a function of exertion. In Experiment 1, participants repeatedly climbed on a climbing wall in a series of trials that progressively increased in number to 10 trials, resulting in increased exertion. Before and during climbing, the participants judged their maximum reaching height and perceived exertion. On a separate day, participants climbed another 10 trials while performing actual maximum reaches. Higher perceived exertion was associated with decreases in perceived maximum reach while the actual reaches did not decrease. However, the perceptual changes occurred early during task execution when the participants were not yet fatigued. When exertion set in, neither perceived nor actual maximum reaching appeared to be affected. In Experiment 2, we included exhaustion trials. The findings replicated the early changes in perception observed in Experiment 1, which may be explained by hands-on experience with the task. Furthermore, while climbing to exhaustion, perceptual judgements largely changed in keeping with changes in the actual maximum reach. Thus, there appeared to be a functional relationship between participants' actual action capabilities, rather than their state of physical fatigue per se, and perceived action possibilities.  相似文献   

Citizenship education and the reparation of future teachers : A study     

Sjoerd Karsten  John J. Cogan  David L. Grossman  Mei- hui Liu  Somwung Pitiyanuwat 《Asia Pacific Education Review》2002,3(2):168-183

This study examines the views of future teachers of social studies regarding significant global trends, required citizen characteristics, and necessary educational strategies to develop the said characteristics. The study builds upon the landmark work of the nine-nation Citizenship Education Policy Study (CEPS I) carried out in the late 1990s that resulted in the model calledmultidimensional citizenship. The original work focused on the views of policy makers and scholars. The present research, CEPS II, is a follow-up study that seeks to determine the views of the next generation of those who will teach citizenship and civic education through social studies programs in seven participant societies: China, Hong Kong SAR, Japan, The Netherlands, Taiwan, Thailand and the United States of America. The results suggest that the future teachers, when compared with the policy experts and scholars in the original CEPS I study, are more optimistic about the future and are more oriented towards personal development and participatory behaviors that will positively impact the common good.  相似文献   

Westward bound? Dutch education and cultural transfer in the mid-twentieth century     

Nelleke Bakker 《Paedagogica Historica: International Journal of the History of Education》2014,50(1-2):213-228

This article discusses the transition from philosophy to psychology as the main source of inspiration for education during the mid-twentieth century in the Netherlands, situated between Germany in the east and the English-speaking world in the west. Claims have been made that educational theory in the Netherlands was dominated by German philosophy before 1945 and subsequently turned westward for inspiration. The transnational transfer of ideas and concepts to the Netherlands is studied using textbooks on childhood and education for teachers-to-be, published between 1925 and 1970, as sources. Did the Dutch indeed turn from the east to the west for inspiration, and if so when and along the lines of which theories? This article shows that the authors of the textbooks did not simply copy theories from abroad, but gave them a reading of their own and selected what they liked. A shift from the east to the west as a source of inspiration did not occur before the 1970s. Developmentalism, personalism, phenomenology, characterology and individual psychology were all imported from German-speaking countries. It is true that some of these theories were brought to the west as their founders fled Nazism, but that does not undo their continental European origins.  相似文献