that it can be accommodated within typical overloaded teacher-education
programmes or adopted as an in-service course. Furthermore, educational theories
and products, such as our ICT in IBSE course, do not always travel well as
educational and cultural contexts in different schools and countries can be very
different. That is why the present research included three case studies in The
Netherlands, Slovakia and Vietnam and in pre- and in-service teacher education.
That way we could test the transferability of our course design and the
generalisability of the pedagogical principles at the basis of this design.
The aim of the present research was twofold. First, the objective was to design a
short course, which—with some adaptations—will be effective in widely different
educational settings. Second, this research was to investigate the validity of pedagogical principles, which were used to guide (a) the design, implementation, evaluation, and optimisation of the course and (b) the extent to which the course can be
adjusted to the different settings in the Netherlands, Slovakia and Vietnam. The
pedagogical principles are at a higher level of abstraction and intended to be
generalisable across educational and cultural contexts.
The design research approach was applied as it can provide guidelines and
scientific reasoning for such a research and design process, which was guided by
the two research questions.
First, what are characteristics of an effective, short course for Dutch student
teachers to learn to apply the ICT tools in IBSE?
Second, to what extent is the course applicable in different educational and cultural
contexts of pre- and in-service teacher education in different countries (i.e. the
Netherlands, Slovakia and Vietnam)?
12.6.2 Course Design and Research Design
12.6.2.1 Objectives of the ICT in IBSE Course
The general aim of the course was elaborated into the four objectives as follows:
1. Awareness objective: participants become aware of educational benefits of the
ICT tools in science education.
2. ICT-mastery objective: participants master skills to operate the ICT tool.
3. ICT in IBSE objective: participants can design, implement, and evaluate an ICT
in IBSE lesson.
4. Motivation objective: participants are motivated to continue studying the ICT
tools and trying out ICT in IBSE lessons with pupils.
The ICT in IBSE objective (3) was considered as the main objective of the course.
In order to reach this objective, participants had to achieve a certain minimum level
of mastery of the ICT tools (2). The awareness objective (1) and motivation objective
(4) were aimed at the course’s long-term effects on participants’ teaching practice.
12 Stem, Inquiry Practices and Technology in Physics Education
149
programmes or adopted as an in-service course. Furthermore, educational theories
and products, such as our ICT in IBSE course, do not always travel well as
educational and cultural contexts in different schools and countries can be very
different. That is why the present research included three case studies in The
Netherlands, Slovakia and Vietnam and in pre- and in-service teacher education.
That way we could test the transferability of our course design and the
generalisability of the pedagogical principles at the basis of this design.
The aim of the present research was twofold. First, the objective was to design a
short course, which—with some adaptations—will be effective in widely different
educational settings. Second, this research was to investigate the validity of pedagogical principles, which were used to guide (a) the design, implementation, evaluation, and optimisation of the course and (b) the extent to which the course can be
adjusted to the different settings in the Netherlands, Slovakia and Vietnam. The
pedagogical principles are at a higher level of abstraction and intended to be
generalisable across educational and cultural contexts.
The design research approach was applied as it can provide guidelines and
scientific reasoning for such a research and design process, which was guided by
the two research questions.
First, what are characteristics of an effective, short course for Dutch student
teachers to learn to apply the ICT tools in IBSE?
Second, to what extent is the course applicable in different educational and cultural
contexts of pre- and in-service teacher education in different countries (i.e. the
Netherlands, Slovakia and Vietnam)?
12.6.2 Course Design and Research Design
12.6.2.1 Objectives of the ICT in IBSE Course
The general aim of the course was elaborated into the four objectives as follows:
1. Awareness objective: participants become aware of educational benefits of the
ICT tools in science education.
2. ICT-mastery objective: participants master skills to operate the ICT tool.
3. ICT in IBSE objective: participants can design, implement, and evaluate an ICT
in IBSE lesson.
4. Motivation objective: participants are motivated to continue studying the ICT
tools and trying out ICT in IBSE lessons with pupils.
The ICT in IBSE objective (3) was considered as the main objective of the course.
In order to reach this objective, participants had to achieve a certain minimum level
of mastery of the ICT tools (2). The awareness objective (1) and motivation objective
(4) were aimed at the course’s long-term effects on participants’ teaching practice.
12 Stem, Inquiry Practices and Technology in Physics Education
149