Papers by Ton Ellermeijer
Frameworks for talking about energy – mutually exclusive?
How can we use Watts’ frameworks for talking about energy to design education on the subject of e... more How can we use Watts’ frameworks for talking about energy to design education on the subject of energy ? We showed 6 pictures also used by Watts and gave a writing assignment to 17 fifteen year olds prior to any physics education on energy. We refined the definitions of Watts’ frameworks in order to solve our problems with assigning student-statements to frameworks and found the frameworks not to be mutually exclusive. Results found include the frequency of the 7 frameworks in the studied group of students, and the overlap between these frameworks. We also found that certain frameworks are involved positively and / or negatively in reaching the desired goal of secondary school learning about energy. Finally we will present some ideas on how to use the results in the design of educational materials which we hope to develop in the near future.
Rola nauczyciela w szkole XXI wieku
Guide of good practice : kicking life into classroom
Kicking life into classroom : guide for designing inquiry-based teaching materials
ICT and IBSE in teacher education
primary and secondary school level, which has lead amongst other things to the development of the... more primary and secondary school level, which has lead amongst other things to the development of the integrated computer working environment Coach 6. This environment consists of inte-grated tools for data collection (through measurement with sensors or collection of data on video clips and digital images), for control of processes and devices, for processing and ana-lyzing data, for construction, simulation, animation, and validation of computer models, and for authoring of activities by teachers and students. It is meant to facilitate the students ’ con-struction of in-depth and integrated understanding of mathematics and science concepts and processes through inquiry. This is realized by offering students the opportunity to work directly with high-quality, real-time data by means of tools that resemble technologies used by ‘real ’ scientists. We review the R&D work at AMSTEL in the Dutch perspective on intro-ducing learning technologies in school mathematics and science. We also pre...
In a laboratory activity students study the behaviour of a bouncing ball. With the help of a high... more In a laboratory activity students study the behaviour of a bouncing ball. With the help of a high-speed camera they can study the motion in detail. Computer modelling enables them to relate the measurement results to the theory. They experience that reality (measurements) is not automatically in line with the predictions of the theory (the models), but often even strikingly apart. This stimulates a process of repeated cycles from measurement to interpretations (how to adapt the model?), and in this way it realizes a rich and complete laboratory activity. The activity is made possible by the integrated ICT tools for measurements on videos made by a high-speed camera (via point-tracking), and for modelling and simulations.
You learn walking at the age of one. Hereafter it goes naturally. You do not give it much thought... more You learn walking at the age of one. Hereafter it goes naturally. You do not give it much thought anymore until you are getting on a bit or in case you get an injury of your legs. Then you realize how many times you actually use your limbs and how many ways of walking you practice: normal walking, jogging, running, hopping, race walking, strolling, crutch walking after an accident, and so on. You may start wondering what the differences are between normal walking and running, and why you make a transition from one gait pattern to another in a natural way. The mentioned gait patterns all have in common that they are periodic motions in which one step is set after the other. The center of gravity goes up and down regularly and the arms are moving like a pendulum. Gait analysis deals with a scientific description of human locomotion. Mathematics and physics play an important role in it and video measurement is a frequently used research tool. We have created learning materials for stud...
Differences Between the Use of Mathematical Entities in Mathematics and Physics and the Consequences for an Integrated Learning Environment
Mathematical concepts are not always used the same in mathematics and science. This is a complica... more Mathematical concepts are not always used the same in mathematics and science. This is a complicating factor in the implementation of an integrated learning environment for math and science. Differences between the use of variables, functions, and graphs in mathematics and physics are discussed and consequences for the design of a general purpose learning environment are addressed. Background In The Netherlands, like in a few other countries, two fields of application of computers in science education have been dominant: for data-acquisition and data processing, and for modelling. Experience with dataacquisition started around 1980, as well by enthusiastic teachers, as well by the Physics Education group of the University of Amsterdam (now part of AMSTEL Institute). The interest in modelling has been triggered by the work of Jon Ogborn (DMS). Soon the demand for an integration of these tools arose. Even in 1985 at an initiative of the University of Amsterdam group, a small group wit...
As part of the Dutch physics curriculum students are obliged to perform their own research projec... more As part of the Dutch physics curriculum students are obliged to perform their own research project of approxi-mately 80 hours. They are stimulated to choose the topic themselves (preferably with relations to two subjects, like physics and mathematics) and have a lot of freedom in the design of the research. Normally they work in small groups (2-4), and the project is carried out over a longer period parallel to the normal lessons. They are sup-posed to deliver a report and a presentation. Ideally students experience the stimulating aspects of doing research, and this is especially the case when the project is advanced and authentic, and even comparable with actual re-search done by researchers. In the last years we have developed several potential projects in the context of the human body. Examples are: the reflex of the eye on light and human gait. With the help of ICT (for data acquisi-tion, video-analysis, modelling, data-analysis) the level and methods of the work of the student...
Integration of technology (e.g. measuring with sensors, video measurement, and modeling) into sec... more Integration of technology (e.g. measuring with sensors, video measurement, and modeling) into secondary-school science teaching is a need globally recognized. A central issue of incorporating these technologies in teaching is how to turn manipulations of equipment and software into manipulations of ideas. Therefore, preparation for pre-service teachers to apply ICT tools should be combined with the issues of minds-on inquiring and meaning-making. From this perspective, we developed a course within the post-graduate teacher-education program in the Netherlands. During the course, pre-service teachers learnt not only to master ICT skills but also to design, teach, and evaluate an inquiry-based lesson in which the ICT tool was integrated. Besides three life sessions, teachers' learning scenario also consisted of individual tasks which teachers could carry out mostly in the school or at home with support materials and online assistance. We taught three iterations of the course withi...
In an ongoing research project since 1986, the AMSTEL Institute of the University of Amsterdam is... more In an ongoing research project since 1986, the AMSTEL Institute of the University of Amsterdam is developing Coach ‐ a Multimedia Learning Environment for Science and Mathematics. This environment consists of integrated tools for data collection via interfaces and sensors, control of processes and devices, data video for measurements on digital videos and images, processing and analyzing data, modeling (system dynamics approach) and authoring of activities by teachers and students (texts, multimedia components, hyperlinks, etc.). It is meant to encourage an inquiring approach to science and facilitates authentic research activities of students. The newest tool integrated in Coach allows creating and playing animations which can be driven by a sensor, by a model or by a program. The first classroom research results show that the addition of animations allow students comparing more richly different representations which results in better understanding.
Students in Dutch senior secondary education are obliged to perform their own research project of... more Students in Dutch senior secondary education are obliged to perform their own research project of approximately 80 hours. They are stimulated to choose the topic themselves (preferably with relations to two subjects, like physics and mathematics) and have a lot of freedom in the design of the research. Normally they work in small groups (2-4), and the project is carried out over a longer period parallel to the normal lessons. They are supposed to deliver a report and a presentation. Ideally students experience the stimulating aspects of doing research, and this is especially the case when the project is advanced and authentic, and even comparable with actual research done by researchers. In the last years we have developed several potential physics projects in the context of the human body. Examples are: the reflex of the eye on light and human gait. With the help of ICT (for data acquisition, video-analysis, modelling, data-analysis) the level and methods of the work of the student...
In the Dutch secondary education system, students must carry out at the end of their school caree... more In the Dutch secondary education system, students must carry out at the end of their school career a rather large research or design project to demonstrate their ability to apply acquired knowledge and skills while pursuing a research question or design goal in some depth. They are encouraged to choose the topic themselves and they are to some extent free in setting up their work. Ideally, the students do not only see it as a compulsory subject but also enjoy the stimulating aspects of doing their own research or design. Challenging and authentic projects, which are representative for actual research and design work done by professionals, seem effective in this respect. The focus of this paper is on how the use of ICT for data acquisition, video-analysis, modelling, and data analysis can contribute to the realisation of such projects in mathematics and science education and on how it can give students opportunities to take the nature and level of their work close to the characterist...
In a laboratory activity students study the behaviour of a bouncing ball. With the help of a high... more In a laboratory activity students study the behaviour of a bouncing ball. With the help of a high-speed camera they can study the motion in detail. Computer modelling enables them to relate the measurement results to the theory. They experience that reality (measurements) is not automatically in line with the predictions of the theory (the models), but often even strikingly apart. This stimulates a process of repeated cycles from measurement to interpretations (how to adapt the model?), and in this way it realizes a rich and complete laboratory activity. The activity is made possible by the integrated ICT tools for measurements on videos made by a high-speed camera (via automated point-tracking), and for modelling and simulations.
Coach is an activity-based, open computer environment for learning and doing mathe- matics, scien... more Coach is an activity-based, open computer environment for learning and doing mathe- matics, science, and technology in an inquiry approach, developed in the last twenty-five years at the AMSTEL Institute of the University of Amsterdam. It offers a versatile set of integrated tools for data collection, data analysis, modelling and simulation, and for multimedia authoring of activities. In this paper, we present the STOLE concept that underpins the design and implementa- tion of systems like Coach. It is an example of how members from the physics education research community came to convergence on tools for doing investigative work and achieved integration of tools. Special attention goes further to the mathematical requirements of such a learning environ- ment and to the computer support of various representations of one and the same phenomenon or scientific concept. We also discuss one of the most complicating factors in the implementation of an integrated learning environment for m...
A learning path on modelling and experimenting with ICT has been developed for lower secondary ph... more A learning path on modelling and experimenting with ICT has been developed for lower secondary physics education. For monitoring the students’ progress on this learning path, several forms of assessment have been used. In this paper, advantages and disadvantages of several forms of assessment of modelling are discussed. Modelling offers possibilities for selfcorrection by students, especially if modelling is combined with animation. It is recommended to assess computer modelling and ICT-supported experimenting not only hands-on, but also by means of pencil-and-paper tasks, whether the purpose is formative or summative.
Coach is an activity-based, open computer environment for learning and doing mathematics, science... more Coach is an activity-based, open computer environment for learning and doing mathematics, science, and technology in an inquiry approach, developed in the last twenty-five years at the AMSTEL Institute of the University of Amsterdam. It offers a versatile set of integrated tools for data collection, data analysis, modelling and simulation, and for multimedia authoring of activities. In this paper, we present the STOLE concept that underpins the design and implementation of systems like Coach. It is an example of how members from the physics education research community came to convergence on tools for doing investigative work and achieved integration of tools. Special attention goes further to the mathematical requirements of such a learning environment and to the computer support of various representations of one and the same phenomenon or scientific concept. We also discuss one of the most complicating factors in the implementation of an integrated learning environment for mathema...
ICT en IBSE in lerarenopleiding NaSk
The article describes a short course for teacher education students to learn and use ICT tools su... more The article describes a short course for teacher education students to learn and use ICT tools such as data logging, modelling and video measurement and to apply these tools in an inquiry-based way in the classroom. The course was developed through 4 iterations in the Netherlands and was subsequently adapted and tried out in Slovakia and Vietnam.
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Papers by Ton Ellermeijer