Benefits of a small research study for the teacher education at a university of applied sciences: a case study

Source document: Studia paedagogica. 2017, vol. 22, iss. 4, pp. [111]-129
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
License: Not specified license
At a university of applied sciences, the obstacles to doing research are time, support, and the lack of a research tradition. It is therefore important to obtain as much as possible from the research studies that can be implemented. This article describes the benefits that could be obtained from a small study called Inclu-S-ed. In this study, the effect of an inquiry-based learning (IBL) science course on the knowledge and motivation of 11–12-year-old pupils in a culturally diverse primary classroom was investigated. Although the results of this study were rather limited, several benefits for teacher education could be obtained at various levels: (1) the IBL science course developed in the study is now used as a professional development course for in- -service primary teachers and is embedded into the curriculum of pre-service primary teacher education, (2) Inclu-S-ed was the basis for two new research studies, and (3) participating in Inclu-S-ed represented professional development for the lecturers involved.
  • The Inclu-S-ed study was funded by a PWO and RBV grant from the Thomas More University of Applied Sciences.
[1] Abrahams, I. (2008). Does practical work really motivate? A study of the affective value of practical work in secondary school science . International Journal of Science Education, 31(17), 2335–2353. | DOI 10.1080/09500690802342836

[2] Biesta, G. (2010). Why 'What works' still won't work: From evidence-based education to value-based education . Studies in Philosophy and Education, 29(5), 491–503. | DOI 10.1007/s11217-010-9191-x

[3] Castelijns, J., & Vermeulen M. (2017). Benutting van kennis uit onderzoek . Tijdschrift voor lerarenopleiders, 38(2), 19–30.

[4] Chatterton, P. (2000). The cultural role of universities in the community: Revisiting the university-Community debate . Environment and Planning A, 32(1), 165–181. | DOI 10.1068/a3243

[5] Crevits, H. (2016). Lerarenopleiding versterken. Wervende en kwalitatieve lerarenopleidingen als basispijler voor hoogstaand onderwijs . Retrieved from

[6] Cuevas, P., Lee, O., Hart, J., & Deaktor, R. (2005). Improving science inquiry with elementary students of diverse backgrounds . Journal of Research in Science Teaching, 42(3), 337–357. | DOI 10.1002/tea.20053

[7] Dejonckheere, P., Van de Keere, K., & Tallir, I. (2011). Are fourth and fifth grade children better scientists through metacognitive learning? Electronic Journal of Research in Educational Psychology, 9(1), 133–156.

[8] Dejonckheere, P., Van de Keere, K., Tallir, I., & Vervaet, S. (2013). Primary school science: Implementation of domain-general strategies into teaching didactics . The Australian Educational Researcher, 40(5), 583–614. | DOI 10.1007/s13384-013-0119-7

[9] Depaepe, F., De Corte, E., & Verschaffel, L. (2010). Teachers' approaches towards word problem solving: elaborating or restricting the problem context . Teaching and Teacher Education, 26(2), 152–160. | DOI 10.1016/j.tate.2009.03.016

[10] De Smet, J., & Hellemans, L. (in preparation). The motivation of pupils in STEM course in secondary schools .

[11] De Vaan, E., & Marell, J. (2006) Praktische didactiek voor natuuronderwijs . The Netherlands: Uitgeverij Coutinho.

[12] European Commission/EACEA/Eurydice. (2015). The European higher education area in 2015: Bologna process implementation report . Luxembourg: Publication Office of the European Union.

[13] Galbraith, C., & Merrill, G. (2012). Faculty research productivity and standardized student learning outcomes in a university teaching environment: A Bayesian analysis of relationships . Studies in Higher Education, 37(4), 469–480. | DOI 10.1080/03075079.2010.523782

[14] Guenther, J., & Wagner, K. (2008). Getting out of the ivory tower – new perspectives of the entrepreneurial university . Journal of International Management, 2(4), 400–417.

[15] Hattie, J., & Marsh, H. (1996). The relationship between research and teaching: A metaanalysis . Review of Educational Research, 66(4), 507–542. | DOI 10.3102/00346543066004507

[16] Healey, M. (2005). Linking research and teaching to benefit student learning . Journal of Geography in Higher Education, 29(2), 183–201. | DOI 10.1080/03098260500130387

[17] Hmelo-Silver, C. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3) 235–266. | DOI 10.1023/B:EDPR.0000034022.16470.f3

[18] Kyvik, S., & Lepori, B. (2010). Research in higher education institutions outside the university sector . In S. Keyvik & B. Lepori (Eds.), The research mission of higher education institutions outside the university sector (pp. 3-21). Dodrecht: Springer.

[19] Laevers, F. (Red.) (1994). The Leuven involvement scale for young children . Manual and video. Experiential Education Series, No 1. Leuven: Centre for Experiential Education.

[20] Lavigne, G., Vallerand, R., & Miquelon P. (2007). A motivational model of persistence in science education . European Journal of Psycholog y of Education, 22(3), 351–369. | DOI 10.1007/BF03173432

[21] Lopes, A., Boyd, P. Andrew, N., & Pereira, F. (2014). The research-teaching nexus in nurse and teacher education: Contributions of an ecological approach to academic identities in professional fields . Higher Education, 68(2), 167–183. | DOI 10.1007/s10734-013-9700-2

[22] Loughran, J. (2002). Effective reflective practice: In search of meaning in learning about teaching . Journal of Teacher Education, 53(1), 33–43. | DOI 10.1177/0022487102053001004

[23] Lyle, S. (1996). An analysis of collaborative group work in the primary school and the factors relevant for its success . Language and Education, 10(1), 13–32. | DOI 10.1080/09500789608666698

[24] Malcolm, M. (2014). A critical evaluation of recent progress in understanding the role of the research-teaching link in higher education . Higher Education, 67(3), 289–301. | DOI 10.1007/s10734-013-9650-8

[25] Marsh, H., & Hattie, J. (2002). The relation between research productivity and teaching effectiveness: complementary, antagonistic, or independent constructs? Journal of Higher Education, 73(5), 603–641.

[26] Martin, M. O., Mullis, I. V. S., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Science . Retrieved from

[27] Mägi, E., & Beerkens, M. (2016). Linking research and teaching: Are research active staff members different teachers? Higher Education, 72(2), 241–258. | DOI 10.1007/s10734-015-9951-1

[28] Milne, I. (2010). A sense of wonder, arising from aesthetic experiences, should be the starting point for inquiry in primary science . Science Education International 21(2), 102–115.

[29] Osborne J., Simon S., & Tytler R. (2009). Attitudes towards science . Paper presented at the annual meeting of the American Educational Research Association, April 13-17, 2012, San Diego, California. Retrieved from

[30] uploads/2012/06/Attitudes-Toward-Science-OsborneSimon-Tytler.pdf

[31] Prince, M., Felder, R., & Brent, R. (2007). Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies . Journal of engineering education, 96(4), 283–294. | DOI 10.1002/j.2168-9830.2007.tb00939.x

[32] Ratcliffe, M., Bartholomew, H., Hames, V., Hind, A., Leach, J., Millar, R., & Osborne, J. (2005). Evidence-based practice in science education: the research-user interface . Research Papers in Education, 20(2), 169–186. | DOI 10.1080/02671520500078036

[33] Robertson, J., & Bond, C. (2005). The research/teaching relation: A view from the 'edge' . Higher Education, 50(3), 509–535. | DOI 10.1007/s10734-004-6365-x

[34] Rowley, J. (2002). Using case studies in research . Management Research News, 25(1), 16–27. | DOI 10.1108/01409170210782990

[35] Ryan, R., & Deci, E. (2002). An overview of the self-determination theory: An organismicdialectical perspective . In E. Deci & R. Ryan (Eds.) Handbook of self-determination research (pp. 3-33). Rochester, NY: The University of Rochester Press.

[36] Rukavina S., Zuvic-Butorac M., Ledic J., Milotic B., & Jurdana-Sepic, R. (2012) Developing positive attitude towards science and mathematics through motivational classroom experiences . Science Education International, 23(1), 6–19.

[37] Schimank, U., & Winnes, M. (2000). Beyond Humboldt? The relationship between teaching and research in European university systems . Science and Public Policy, 27 (6), 397–408. | DOI 10.3152/147154300781781733

[38] Schutjes, E. (in preparation). The effects of a language-oriented science course on the motivation and knowledge of primary school children .

[39] Shrigley, R., & Kobala, T. (1989). Anecdotes: What research suggests about their use in the science classroom . School Science and Mathematics, 89(4), 293–298. | DOI 10.1111/j.1949-8594.1989.tb11924.x

[40] Sjoberg, S., & Schreiner, C. (2010). The ROSE project: An overview and key findings . Oslo: University of Oslo.

[41] Sokolowska, D., De Meyere, J., Folmer, E., Rovsek, B., & Peeters, W. (2014). Balancing the needs between training for future scientists and broader societal needs – SECURE project research on mathematics, science and technology curricula and their implementation . Science Education International, 25(1), 40–51.

[42] Tuan, H.-L., Chin, C.-C., & Shieh, S.-H. (2005). The development of a questionnaire to measure students' motivation towards science learning . International Journal of Science Education, 27(6), 639–654. | DOI 10.1080/0950069042000323737

[43] Vogel, M. (2009). The professionalism of professors at German Fachhochschulen . Studies in Higher Education, 34(8), 873–888. | DOI 10.1080/03075070902737870

[44] Windschitl, M. (2003). Inquiry projects in science teacher education: what can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Teacher Education, 87(1), 112–143.