Searched for: author:"de Vries, M.J."
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Vossen, T.E. (author), Tigelaar, E. H. (author), Henze, Ineke (author), de Vries, M.J. (author), van Driel, J.A.S. (author)
Technological design is a core activity in Science, Technology, Engineering and Mathematics (STEM) education. During the design process, students often employ research activities to enhance the quality of their design decisions and to rise above a mere trial-and-error approach to designing. There are many functions of research within the...
journal article 2019
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Schut, A. (author), Klapwijk, R.M. (author), Gielen, M.A. (author), van Doorn, Fenne (author), de Vries, M.J. (author)
In this paper, we explore the early indicators of design fixation occurring during the concept development stage of children’s design processes. This type of fixation, which we named: concept fixation, causes a blind adherence to the current (possibly unfavourable) state of a design idea. Its occurrence hampers the creative thinking processes...
journal article 2019
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Vossen, T.E. (author), Henze, Ineke (author), de Vries, M.J. (author), van Driel, J.A.S. (author)
Research and design activities are becoming more important in Science, Technology, Engineering and Mathematics (STEM) and D&T (design and technology) education. Research and design are often taught separately from each other, while in professional STEM practices, many projects are neither ‘research only’ or ‘design only’—they are both. In...
journal article 2019
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Vossen, T.E. (author), Henze, Ineke (author), Rippe, R. C.A. (author), van Driel, J.H. (author), de Vries, M.J. (author)
Research and design activities are important focus points in international policies for secondary Science, Technology, Engineering and Mathematics (STEM) education. It is up to school teachers to implement and supervise these activities in the STEM classroom. However, not much is known about the attitudes teachers hold towards supervising...
journal article 2019
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Pols, C.F.J. (author), Dekkers, P.J.J.M. (author), de Vries, M.J. (author)
Successfully carrying out a secondary school physics inquiry requires a considerable amount of procedural and content knowledge. It further requires knowledge of how and why maintaining scientific standards produces the best available answer to the given research question. To this purpose, a series of five inquiry activities was developed and...
journal article 2019
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Tursucu, S. (author), Spandaw, J.G. (author), Flipse, S.M. (author), Jongbloed, G. (author), de Vries, M.J. (author)
Senior pre-university education (SPE) students experience difficulties applying mathematics to physics. This paper reports the outcome of an online explorative quantitative study of teachers' belief systems about improving transfer of algebraic skills from mathematics into physics, conducted among 503 mathematics and physics teachers working...
journal article 2018
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Tursucu, S. (author), Spandaw, J.G. (author), de Vries, M.J. (author)
Students in upper secondary education encounter difficulties in applying mathematics in physics. To improve our understanding of these difficulties, we examined symbol sense behavior of six grade 10 physics students solving algebraic physic problems. Our data confirmed that students did indeed struggle to apply algebra to physics, mainly...
journal article 2018
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Tursucu, S. (author), Spandaw, J.G. (author), Flipse, S.M. (author), de Vries, M.J. (author)
Students in senior pre-university education face difficulties in the application of mathematics in physics. This paper presents the results of a qualitative study on teachers’ core beliefs about improving the transfer of algebraic skills to physics. Teachers were interviewed about their beliefs regarding a transfer problem from mathematics to...
journal article 2018
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Zarghami-Hamrah, Saeid (author), de Vries, M.J. (author)
In the present study, we refer to Carr's theory on the nature of educational practice for evaluating teaching as a praxis in relation to two major changes, i.e. ubiquitous learning and massive communication caused by MOOCs. With regard to the first change, we argue that the teacher is faced with the problem of encouraging the learners to get...
journal article 2018
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Vossen, T.E. (author), Henze, Ineke (author), Rippe, R. C.A. (author), van Driel, J.H. (author), de Vries, M.J. (author)
Research and design activities are often employed in STEM (Science, Technology, Engineering & Mathematics) education. This study aims to examine students’ attitudes towards doing research and design activities in secondary school, among two groups of students: (1) students that take the quite recently introduced Dutch subject O&O ...
journal article 2018
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Van Breukelen, Dave (author), Van Meel, Adrianus (author), de Vries, M.J. (author)
Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD). Purpose: LBD uses the context of design challenges to learn, among other things,...
journal article 2017
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Nia, Mahdi G. (author), Harandi, Mehdi F. (author), de Vries, M.J. (author)
Engineering, as a complex and multidimensional practice of technology development, has long been a source of ethical concerns. These concerns have been approached from various perspectives. There are ongoing debates in the literature of the philosophy of engineering/technology about how to organize an optimized view of the values entailed in...
journal article 2017
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Tursucu, S. (author), Spandaw, J.G. (author), Flipse, S.M. (author), de Vries, M.J. (author)
Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers’ beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using...
journal article 2017
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van Breukelen, D.H.J. (author), Michels J, Koen (author), Schure, Frank A. (author), de Vries, M.J. (author)
This paper presents a pretest-posttest design study that compares conceptual learning gains of 237 students, divided into two groups, exposed to a modified and remodified Learning by Design (LBD) task. LBD uses design contexts to learn skills and conceptual knowledge where research around the year 2000 showed high skill performances but...
journal article 2016
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van Breukelen, D.H.J. (author), de Vries, M.J. (author), Schure, Frank A. (author)
This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning, teaching skills and teacher training. LBD uses the...
journal article 2016
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Van Breukelen, D.H.J. (author), De Vries, M.J. (author), Schure, F.A. (author)
This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning, teaching skills and teacher training. LBD uses the...
journal article 2016
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Ghaemi Nia, M.M. (author), De Vries, M.J. (author)
Although ‘models’ play a significant role in engineering activities, not much has yet been developed to enhance the technological literacy of students in this regard. This contribution intends to help fill this gap and deliver a comprehensive account as to the nature and various properties of these engineering tools. It begins by inspecting two...
journal article 2016
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Ghaemi Nia, M.M. (author), de Vries, M.J. (author)
The technological literacy of students has recently become one of the primary goals of education in countries such as the USA, England, New Zealand, Australia, and so forth. However the question here is whether these educations - their long-term policy documents as well as the standards they provide in particular - address sufficient learning...
journal article 2016
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Roël-Looijenga, A. (author), Klapwijk, R.M. (author), de Vries, M.J. (author)
In Dutch Design and Technology Education the beginning of a process of learning is usually determined by the teacher. In this paper it is argued that a beginning, determined in interaction with the students, is more profitable as the interaction will lead to joined-up exploring, creating and thinking and an increased motivation to learn....
journal article 2016
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Ghaemi Nia, M.M. (author), de Vries, M.J. (author)
<br/>New Zealand’s curriculum, in terms of its approach to technological literacy, attempts to deliver a sound, philosophy-­based understanding of the nature of technology. The curriculum’s main authors claim that it conforms well to Mitcham’s (2014) categorization of different aspects of technology’s nature. Nevertheless, taking advantage of...
journal article 2016
Searched for: author:"de Vries, M.J."
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