A problem-posing approach to teaching decision making about the waste issue

Research output: ThesisDoctoral thesis 1 (Research UU / Graduation UU)

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Abstract

This thesis describes a study undertaken at the Centre for Science and Mathematics
Education at Utrecht University during the 1990s. The study deals with the teaching
and learning of decision making on the waste issue as an example of a science/
technology-related social issue in the physical science curriculum at the junior
secondary level. A first motive for undertaking this study can be found in the introduction
of decision making in the attainment targets for this type of education in the
early 1990s – a ‘new’ attainment target that was considered to be in need of
operationalisation in extension of my personal involvement in the centre’s two
preceding curriculum development projects in the 1980s (the PLON project and the
NME-VO project) in which decision making by students was intuitively developed
but barely researched. A second motive concerned the centre’s emerging programme
of developmental research about ‘didactical structures’ reflecting a problem-posing
approach to teaching specific science topics – a programme that could be ‘enriched’
with an example of such an approach for the interrelated teaching/learning of (waste
issue) knowledge and (decision-making) skill.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • Utrecht University
Supervisors/Advisors
  • Lynse, P.L., Primary supervisor
  • Klaassen, C.W.J.M., Co-supervisor
Award date15 Feb 2001
Place of PublicationUtrecht
Publisher
Print ISBNs90-73346-44-4
Publication statusPublished - 15 Feb 2001

Keywords

  • decision making
  • waste
  • physics and chemistry
  • lower secondary education

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