GSTPGO1 Onderzoek in
Onderwijs
Blok 1, groep 4
Programma vandaag
• Terugblik opdracht
• Vooruitblik en Tussenevaluatie
• Debat
Five commonplaces (Schwab)
curriculum
content
learner
teacher
Milieu
Where do we
teach?
Content
• Millar, R., Klaassen, K., & Eijkelhof, H. (1990).
Teaching about radioactivity and ionising
radiation: an alternative approach. Physics
Education, 25(6), 338.
• Duit, R., Komorek, M., & Wilbers, J. (1997).
Studies on educational reconstruction of chaos
theory. Research in Science Education, 27(3), 339357.
• Ma, L., Ferguson, J., Roper, M., & Wood, M.
(2007, March). Investigating the viability of
mental models held by novice programmers. In
ACM SIGCSE Bulletin (Vol. 39, No. 1, pp. 499-503).
ACM.
ist vs. soll
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Helpen blauwe contactlenzen bij dyslexie?
Onthoud je meer van aantekeningen maken op papier?
Werkt leerstijlgericht onderwijs?
Moeten we voor masteropleidingen selecteren?
– Zijlstra (2010) -> doorstroommasters afschaffen, alle masters selectief
– Bussemaker (2015) -> ingrijpen als toegankelijkheid in geding komt
• Moet de leerkracht meer invloed hebben op het
schooladvies?
• Is de rekentoets nodig (en zo ja met of zonder context)?
• Willen we 21st century skills / Maker-Ed / Ipadscholen?
• Is de leraar verantwoordelijk voor de motivatie van alle
leerlingen?
Why debate?
• To exercise in
– setting up an argumentation for a point of view
– articulating your argumentation
– critically analyzing your opponent’s arguments in
– order to refute them
• To learn a new way of presenting yourself
Features of debate
• Structured discussion, rules about who speaks when
• Speakers’ aim is to convince judges and audiences
– I.e.: address the audience, not your opponent!
• Argue your case, not simply state it
– A way to structure your argumentation is to label
arguments
• Critically examining the opponent’s argumentation
• Interaction: refuting what the opponent just put
forward
• Role play: you argue for a point of view that is not
necessarily your own
Formulate a coherent (and plausible!)
line of argumentation
Make your argument SEXI
• State
– What is the core argument?
• EXplain
– Why is it plausible?
• NB: The logic supporting your argument should be robust
and well thought through as your opponents will try to shoot
holes in it.
• Illustrate
– How can you clarify your argument?
– Name facts or examples that support your argument
UU ‘College debates’ format
• Team preparation (8 min)
• Public votes
• Opening statements (A;
proponents and B: opponents, 3
min each)
• Reaction phase (members of the
two teams try to refute the
other team’s arguments and ask
questions to reveal weaknesses
in the other (10 min. total)
• Closing statements team’s (1
min each)
• Jury statements (groep C)
• Public votes
• Plenary discussion with
audience (groep D) & instructor
Focusing the debate
• To prevent many arguments going back and forth
without a clear focus, think of the following
questions:
– What should be the key question in this debate,
according to your team?
• What does your team have to prove (or refute) in
order to win this debate?
• What is your most important argument to
support this point? -> This is the point to start
your opening statement and end your closing
statement with!
Stelling voor vandaag
• Het is de verantwoordelijkheid van de leraar
om alle leerlingen te motiveren voor de
leertaak.
Voorbereiden
• groepen
– A: Voorstanders
– B: Tegenstanders
– C: Jury
– (D: Publiek)