Very relevant, I am happy that the course was offered and that I took it. In the teachereducation programme, we learn a lot of theory but for the implementation of it, I feel rather
on my own, with very little guidance. The ICT in IBSE course was very hands-on (though
the theory was also presented), gave me the opportunity to learn with and from others
(knowledgeable, friendly experts and other (beginning) teachers). I got the guidance I
needed to develop an activity and implement it, and the feedback after completion. The
duration was fine. I strongly advise the training to other student teachers
Figure 12.11 visualises the optimised scenario, illustrates the specific
operationalisation of the pedagogical principles in the Dutch context, and describes
the time distribution for the three live sessions and two assignments and the plan on
when to use which support materials and data-collection instruments. For more detail
about the programme for the live sessions, the requirements for the individual
assignments, and the support materials, see Tran (2016).
The iterative evaluation and refinements of the Dutch course confirmed the
validity of the pedagogical principles in the Dutch context. The support materials
proved necessary and useful for the sufficient implementation of the pedagogical
principles and the satisfactory attainment of the course objectives. To conclude, the
four course objectives, the four pedagogical principles, and the optimised scenario
with the support materials establish the core characteristics and basic design of an
effective short ICT in IBSE course for Dutch student teachers. Findings from the
iterative refinement of the course show that fine-tuning the distribution of time and
individual assignments is crucial as far as distributed learning is concerned. Direct,
personalised support (in live meetings and/or via emails) and sense of direction (via
explicit support framework plus assignment tracking and stimulation) are crucial
factors to ensure effectiveness of independent learning, especially the quality of the
ICT in IBSE lesson plan. These factors create a balance between much freedom of
choice and appropriate guidance, which is essential to establish ownership of
learning.
Fig. 12.11 The optimised scenario of the ICT in IBSE course in the Dutch context
12 Stem, Inquiry Practices and Technology in Physics Education
153
on my own, with very little guidance. The ICT in IBSE course was very hands-on (though
the theory was also presented), gave me the opportunity to learn with and from others
(knowledgeable, friendly experts and other (beginning) teachers). I got the guidance I
needed to develop an activity and implement it, and the feedback after completion. The
duration was fine. I strongly advise the training to other student teachers
Figure 12.11 visualises the optimised scenario, illustrates the specific
operationalisation of the pedagogical principles in the Dutch context, and describes
the time distribution for the three live sessions and two assignments and the plan on
when to use which support materials and data-collection instruments. For more detail
about the programme for the live sessions, the requirements for the individual
assignments, and the support materials, see Tran (2016).
The iterative evaluation and refinements of the Dutch course confirmed the
validity of the pedagogical principles in the Dutch context. The support materials
proved necessary and useful for the sufficient implementation of the pedagogical
principles and the satisfactory attainment of the course objectives. To conclude, the
four course objectives, the four pedagogical principles, and the optimised scenario
with the support materials establish the core characteristics and basic design of an
effective short ICT in IBSE course for Dutch student teachers. Findings from the
iterative refinement of the course show that fine-tuning the distribution of time and
individual assignments is crucial as far as distributed learning is concerned. Direct,
personalised support (in live meetings and/or via emails) and sense of direction (via
explicit support framework plus assignment tracking and stimulation) are crucial
factors to ensure effectiveness of independent learning, especially the quality of the
ICT in IBSE lesson plan. These factors create a balance between much freedom of
choice and appropriate guidance, which is essential to establish ownership of
learning.
Fig. 12.11 The optimised scenario of the ICT in IBSE course in the Dutch context
12 Stem, Inquiry Practices and Technology in Physics Education
153