We are an interdisciplinary group of the minor ‘From Science to Society’. Our project is about educational innovation in secondary school systems and how their implementation has been hampered due to various reasons.
Big classrooms and limited teachers, as experienced in most (dutch) secondary schools, leave little to no time for personalized learning and individual feedback for students (OECD, 2019). Information and communication technology (ICT) have recently come forward as an important tool in trying to solve these issues by creating an environment that facilitates individual feedback and learning at your own pace (Haelermans, 2017). ICTs have shown to help students engage in learning by recentering on the individuals needs and thus allowing for a more personalized learning environment. Although research overwhelmingly shows a positive trend regarding student performance and the moderate and guided use of ICTs in an educational setting, the full potential is not yet fully realized within the dutch secondary education system (Gallo-Rivera, Martínez-Gautier, & en Garrido-Yserte, 2021).
Based on our background research it has become apparent that merely introducing technologies into the classroom is not enough and this type of implementation suffers from many hurdles. Partly due to these hurdles, the newest implementations lag behind the newest innovations. This same lag can be found in the translation of scientific knowledge into common practice. New methods of teaching that suit the cognitive developments of adolescents in the contemporary world, are being hampered by the aforementioned issues. It is vital that research finds its impact in society, and thus we dedicate this project to unearthing the mechanisms that keep the current stream of scientific information and innovation from finding its way into the classrooms.
Pozytywny efekt ogrodów terapeutyczych / The positive effect of therapeutic gardens
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