Dave van Breukelen | Delft University of Technology (original) (raw)
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Papers by Dave van Breukelen
Journal of Research in STEM Education
This paper presents a mixed methods study, carried out among 21 first-year student teachers, that... more This paper presents a mixed methods study, carried out among 21 first-year student teachers, that investigated learning outcomes of a modified Learning by Design (LBD) task. The study is part of a series of studies that aims to improve learning, teaching and teacher training. Design-based science challenges are reasonably successful project-based approaches for breaking down the boundaries between traditional STEM subjects. Previous learning outcomes of the extensively studied LBD approach demonstrated a strong positive effect on students’ skills. However, compared to traditional classroom settings, LBD provided little profit on (scientific) concept learning. For this, according to two preliminary studies, a lack of explicit teaching and scaffolding strategies, both strongly teacher-dependent, bears a share of responsibility. The results of the third study discussed in this paper indicate that emphasizing these strategies strengthens concept learning without reducing positive effect...
This paper presents a mixed methods study in which 77 students and 3 teachers took part, that inv... more 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 context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood , LBD is a suitable method for integration. Through pre-and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.
Journal of Research in STEM Education
This paper presents a mixed methods study, carried out among 21 first-year student teachers, that... more This paper presents a mixed methods study, carried out among 21 first-year student teachers, that investigated learning outcomes of a modified Learning by Design (LBD) task. The study is part of a series of studies that aims to improve learning, teaching and teacher training. Design-based science challenges are reasonably successful project-based approaches for breaking down the boundaries between traditional STEM subjects. Previous learning outcomes of the extensively studied LBD approach demonstrated a strong positive effect on students’ skills. However, compared to traditional classroom settings, LBD provided little profit on (scientific) concept learning. For this, according to two preliminary studies, a lack of explicit teaching and scaffolding strategies, both strongly teacher-dependent, bears a share of responsibility. The results of the third study discussed in this paper indicate that emphasizing these strategies strengthens concept learning without reducing positive effect...
This paper presents a mixed methods study in which 77 students and 3 teachers took part, that inv... more 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 context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood , LBD is a suitable method for integration. Through pre-and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.