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SUMMARY: A Design Based research approach that aims at''meaningful instruc
 tion' - Dr Hanna Westbroek ( University of Twente\, Nethelands)
DTSTART:20100527T153000Z
DTEND:20100527T170000Z
UID:TALK25027@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:A primary focus of Design Research at the Freudenthal institut
 e of Science and Mathematics Education Utrecht University is to optimise t
 eaching sequences that effectively support meaningful learning a specific 
 science or mathematics topic by elaborating a problem posing approach (Kla
 assen 1995). Teaching sequences are optimised in several research cycles o
 f analysis\, design\, enactment\, evaluation and redesign (Gravemeijer 200
 4\; Lijnse 2005). A design study typically yields:\n•	A proof of princip
 le that shows that ‘it is possible’: a design that is convincing in it
 self and ‘works sufficiently as expected’ when implemented (Freudentha
 l 1991). \n•	Theoretical considerations concerning the teaching sequence
  and why it makes meaningful learning possible\n\nA problem posing approac
 h (Klaassen\, 1995) draws on the idea that an activity is meaningful to so
 meone when he or she has a reason or a motive for it. That is\, an answer 
 to the question “Why am I doing this?”  A motive for an activity minim
 ally requires a desire and a belief. First of all\, one needs to have a de
 sire for a certain state of affairs\, a certain overarching goal. Secondly
 \, one needs the means-end belief that the activity will contribute to att
 aining that state of affairs. From such a belief-desire combination\, it f
 ollows that there is something attractive in performing the activity. Klaa
 ssen refers to this as the development of content-based motives. \n\nImpli
 cations of this approach for instruction are discussed by means of an elab
 orated example (a chemistry module on water quality).  Strengths and weakn
 esses of the research approach are discussed. \n\n
LOCATION:2S5\, Donald McIntyre Building\, Faculty of Education\, 184 Hills
  Road\, Cambridge
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