Arthur Bakker
Datos Biográficos
| ID | 194161 |
|---|---|
| NOMBRE | Arthur Bakker |
| NOMBRES | Arthur |
| APELLIDO | Bakker |
| FIRMA | BAKKER A |
| AFILIACIONES | Utrecht University |
| ORCID | 0000-0002-9604-3448 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 25 |
| TOTAL DE CITAS | 23 |
| TOTAL COMO AUTOR | 25 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Making visible invisibilized repertoires
Minoritized languages linked to migration are usually underrepresented in the linguistic landscapes of museums. This invisibilization has been shown to limit multilingual children’s access, participation, and representation. Translanguaging is an approach that may promote greater inclusion in museums, through its focus on valorising children’s entire linguistic repertoires in formal and non-formal education. However, the potential of translanguag…
Translanguaging Towards Equitable Participation
Doing research with multilingual people belonging to marginalized groups involves reconsidering our methods of inquiry. Language differences between researchers and participants can render the lived experiences, multilingual subjectivities, and knowledge of the participants unrecognized and undervalued. This is amplified in educational settings, where a monolingual norm can be pervasive, delegitimizing other languages that are important for shari…
Migrant families’ translanguaging in multilingual science museum activities
The Living Library
The Living Library is a novel tool for opening the scientific process of literature reviewing. We here present its core features, set-up and workflow, and provide the open-source code via GitHub ( https://github.com/Simon-Dirks/living-library ). The Living Library allows researchers to sort articles thematically and temporally, has a built-in open logbook, and uses a responsive methodology. These core features render the Living Library both a pra…
Student assistants as mentor-participants
Student Assistants (SAs) are generally regarded as support to the instructor's teaching agency in a course. This case study assesses SAs taking on the more autonomous role of mentor-participants in student teams during an advanced bachelor's co-design course, advancing our understanding of distributing leadership within such open-ended educational contexts. We use semi-structured interviews and grounded theory analysis to understand how students,…
Supporting the development of the bilingual lexicon through translanguaging
Film as the Engine for Learning
Film has been used for education ever since educators recognized its powerful potential for learning. But its educational application has been criticized throughout the decades for underuse of the distinctive potential of film: to raise interest. To understand more fully film’s potential for learning, we propose a dynamic model of viewer interest and its underlying cognitive and emotional mechanisms (film’s interest raising mechanisms or FIRM mod…
Modeling the mechanisms of interest raising videos in education
The forced online education during the COVID pandemic in 2020 and 2021 showed many teachers how valuable video can be as a teaching tool. Videos have the potential to raise pupils' interest in educational content. The mechanisms of raising interest, however, have hardly been studied in actual materials used in actual classrooms. This study aims to validate the core components of a dynamic model (Film's Interest-Raising Mechanisms [FIRM] model) th…
Multimodal dialogue in small-group mathematics learning
In this paper, we combine dialogic and embodied theories of learning to create a unified analytic lens. Embodied cognition is a theoretical approach operating under the premise that thinking and communication are multimodal activities. Under this premise, dialogue between learners needs to be conceptualized using a multimodal lens. We identify multimodal voices as speech and movement bundles situated within a learning context and describe a pheno…
Relevance of Educational Research
Educational research is repeatedly confronted with the question of its relevance. Current interpretations of relevance narrowly focus on outcomes and impact of research. In this essay, we propose an alternative, ontological conceptualization of relevance, arguing that more is at stake than outcomes and impact. We characterize the ontology of education and learning in terms of people’s meaningful movements in an always changing world and propose t…
Beyond small, medium, or large
The early history of the scaffolding metaphor
Given the growing interest in the scaffolding process, it is worthwhile to address competing accounts about the origin of this term. The concept was empirically introduced by Wood, Bruner, and Ross in 1976 and has often been associated with the “zone of proximal development” in the writing of L.S. Vygotsky. We trace the origins of it in instances of the term being used by Nikolai Bernstein and Alexander Luria, as well as in Vygotsky’s notebooks. …
Design Research in Education
"Design Research in Education is a practical guide containing all the information required to begin a design-research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get thei…
Scaffolding primary teachers in designing and enacting language-oriented science lessons
The purpose of the design-based research reported here is to show – as a proof of principle – how the idea of scaffolding can be used to support primary teachers in a professional development programme (PDP) to design and enact language-oriented science lessons. The PDP consisted of six sessions of 2.5 h each in which twelve primary school teachers took part over a period of six months. It centralised the language support that pupils need to reas…
Changing representation in contextual mathematical problems from descriptive to depictive
Research on solving mathematical word problems suggests that students may perform better on problems with a close to real-life representation of the problem situation than on word problems. In this study we pursued real-life representation by a mainly depictive representation of the problem situation, mostly by photographs. The prediction that students perform better on problems with a depictive representation of the problem situation than on com…
Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding
Mastering as an Inferentialist Alternative to the Acquisition and Participation Metaphors for Learning
A tension has been identified between the acquisition and participation metaphors for learning, and it is generally agreed that this tension has still not been adequately resolved. In this paper, we offer an alternative to the acquisition and participation metaphors for learning: the metaphor of mastering. Our claim is that the mastering metaphor, as grounded in inferentialism, allows one to treat both the acquisition and participation dimensions…
Representing contextual mathematical problems in descriptive or depictive form
The aim of this study is to contribute to the body of knowledge on the use of contextual mathematical problems. Word problems are a predominant genre in mathematics classrooms in assessing students' ability to solve problems from everyday life. Research on word problems, however, reveals a range of difficulties in their use in mathematics education. In our research we took an alternative approach: we designed image-rich numeracy problems as alter…
Boundary crossing by science teacher researchers in a PhD program
Eye-Tracking Piaget
The combination of two methodological resources - natural user interface and multimodal learning analytics - is creating opportunities for educational researchers to empirically evaluate theoretical models accounting for the emergence of concepts from situated sensorimotor activity. Seventy-six participants (9-14 years old) solved tablet-based presymbolic manipulation tasks designed to foster grounded meanings for the mathematical concept of prop…
A conceptualisation of whole‐class scaffolding
The concept of scaffolding refers to temporary and adaptive support, originally in dyadic adult–child interaction. It has become widely used, also in whole‐class settings, but often in loose ways. The aim of this paper is to theoretically and empirically ground a conceptualisation of whole‐class scaffolding so that it remains close to the origin of the scaffolding concept, but also provides scope for features not salient in one‐to‐one interaction…
Boundary Crossing and Boundary Objects
Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of boundaries, particularly by the concepts of boundary crossing and boundary objects. Although studies on boundary crossing and boundary objects emphasize that boundaries carry learning potential, it is not explicated in what way they do so.…
Characterizing the Use of Mathematical Knowledge in Boundary-Crossing Situations at Work
The first aim of this article is to present a characterization of the techno-mathematical literacies needed for effective practice in modern, technology-rich workplaces that are both highly automated and increasingly focused on flexible response to customer needs. The second aim is to introduce an epistemological dimension to activity theory, specifically to the notions of boundary object and boundary crossing. We draw on ethnographic research in…
Learning and Technology at Work
Diagrammatic reasoning and hypostatic abstraction in statistics education
Peirce's notions of diagrammatic reasoning and hypostatic abstraction are relevant to educational research in areas where diagrams and abstraction play an important role. In this paper, I analyze an example from statistics education in which diagrammatic reasoning created opportunities for hypostatic abstraction. For instance, where students initially characterized data points as being ‘spread out,’ they later said, ‘the spread is large.’ This is…
Relevance of Educational Research
Educational research is repeatedly confronted with the question of its relevance. Current interpretations of relevance narrowly focus on outcomes and impact of research. In this essay, we propose an alternative, ontological conceptualization of relevance, arguing that more is at stake than outcomes and impact. We characterize the ontology of education and learning in terms of people’s meaningful movements in an always changing world and propose t…
Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding
Boundary crossing by science teacher researchers in a PhD program
A conceptualisation of whole‐class scaffolding
The concept of scaffolding refers to temporary and adaptive support, originally in dyadic adult–child interaction. It has become widely used, also in whole‐class settings, but often in loose ways. The aim of this paper is to theoretically and empirically ground a conceptualisation of whole‐class scaffolding so that it remains close to the origin of the scaffolding concept, but also provides scope for features not salient in one‐to‐one interaction…
Mastering as an Inferentialist Alternative to the Acquisition and Participation Metaphors for Learning
A tension has been identified between the acquisition and participation metaphors for learning, and it is generally agreed that this tension has still not been adequately resolved. In this paper, we offer an alternative to the acquisition and participation metaphors for learning: the metaphor of mastering. Our claim is that the mastering metaphor, as grounded in inferentialism, allows one to treat both the acquisition and participation dimensions…
Characterizing the Use of Mathematical Knowledge in Boundary-Crossing Situations at Work
The first aim of this article is to present a characterization of the techno-mathematical literacies needed for effective practice in modern, technology-rich workplaces that are both highly automated and increasingly focused on flexible response to customer needs. The second aim is to introduce an epistemological dimension to activity theory, specifically to the notions of boundary object and boundary crossing. We draw on ethnographic research in…
Learning and Technology at Work
Diagrammatic reasoning and hypostatic abstraction in statistics education
Peirce's notions of diagrammatic reasoning and hypostatic abstraction are relevant to educational research in areas where diagrams and abstraction play an important role. In this paper, I analyze an example from statistics education in which diagrammatic reasoning created opportunities for hypostatic abstraction. For instance, where students initially characterized data points as being ‘spread out,’ they later said, ‘the spread is large.’ This is…
Boundary Crossing and Boundary Objects
Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of boundaries, particularly by the concepts of boundary crossing and boundary objects. Although studies on boundary crossing and boundary objects emphasize that boundaries carry learning potential, it is not explicated in what way they do so.…
A conceptualisation of whole‐class scaffolding
The concept of scaffolding refers to temporary and adaptive support, originally in dyadic adult–child interaction. It has become widely used, also in whole‐class settings, but often in loose ways. The aim of this paper is to theoretically and empirically ground a conceptualisation of whole‐class scaffolding so that it remains close to the origin of the scaffolding concept, but also provides scope for features not salient in one‐to‐one interaction…
Eye-Tracking Piaget
The combination of two methodological resources - natural user interface and multimodal learning analytics - is creating opportunities for educational researchers to empirically evaluate theoretical models accounting for the emergence of concepts from situated sensorimotor activity. Seventy-six participants (9-14 years old) solved tablet-based presymbolic manipulation tasks designed to foster grounded meanings for the mathematical concept of prop…
Representing contextual mathematical problems in descriptive or depictive form
The aim of this study is to contribute to the body of knowledge on the use of contextual mathematical problems. Word problems are a predominant genre in mathematics classrooms in assessing students' ability to solve problems from everyday life. Research on word problems, however, reveals a range of difficulties in their use in mathematics education. In our research we took an alternative approach: we designed image-rich numeracy problems as alter…
Boundary crossing by science teacher researchers in a PhD program
Mastering as an Inferentialist Alternative to the Acquisition and Participation Metaphors for Learning
A tension has been identified between the acquisition and participation metaphors for learning, and it is generally agreed that this tension has still not been adequately resolved. In this paper, we offer an alternative to the acquisition and participation metaphors for learning: the metaphor of mastering. Our claim is that the mastering metaphor, as grounded in inferentialism, allows one to treat both the acquisition and participation dimensions…
Design Research in Education
"Design Research in Education is a practical guide containing all the information required to begin a design-research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get thei…
Scaffolding primary teachers in designing and enacting language-oriented science lessons
The purpose of the design-based research reported here is to show – as a proof of principle – how the idea of scaffolding can be used to support primary teachers in a professional development programme (PDP) to design and enact language-oriented science lessons. The PDP consisted of six sessions of 2.5 h each in which twelve primary school teachers took part over a period of six months. It centralised the language support that pupils need to reas…
Changing representation in contextual mathematical problems from descriptive to depictive
Research on solving mathematical word problems suggests that students may perform better on problems with a close to real-life representation of the problem situation than on word problems. In this study we pursued real-life representation by a mainly depictive representation of the problem situation, mostly by photographs. The prediction that students perform better on problems with a depictive representation of the problem situation than on com…
Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding
Beyond small, medium, or large
The early history of the scaffolding metaphor
Given the growing interest in the scaffolding process, it is worthwhile to address competing accounts about the origin of this term. The concept was empirically introduced by Wood, Bruner, and Ross in 1976 and has often been associated with the “zone of proximal development” in the writing of L.S. Vygotsky. We trace the origins of it in instances of the term being used by Nikolai Bernstein and Alexander Luria, as well as in Vygotsky’s notebooks. …
Film as the Engine for Learning
Film has been used for education ever since educators recognized its powerful potential for learning. But its educational application has been criticized throughout the decades for underuse of the distinctive potential of film: to raise interest. To understand more fully film’s potential for learning, we propose a dynamic model of viewer interest and its underlying cognitive and emotional mechanisms (film’s interest raising mechanisms or FIRM mod…
Modeling the mechanisms of interest raising videos in education
The forced online education during the COVID pandemic in 2020 and 2021 showed many teachers how valuable video can be as a teaching tool. Videos have the potential to raise pupils' interest in educational content. The mechanisms of raising interest, however, have hardly been studied in actual materials used in actual classrooms. This study aims to validate the core components of a dynamic model (Film's Interest-Raising Mechanisms [FIRM] model) th…
Multimodal dialogue in small-group mathematics learning
In this paper, we combine dialogic and embodied theories of learning to create a unified analytic lens. Embodied cognition is a theoretical approach operating under the premise that thinking and communication are multimodal activities. Under this premise, dialogue between learners needs to be conceptualized using a multimodal lens. We identify multimodal voices as speech and movement bundles situated within a learning context and describe a pheno…
Relevance of Educational Research
Educational research is repeatedly confronted with the question of its relevance. Current interpretations of relevance narrowly focus on outcomes and impact of research. In this essay, we propose an alternative, ontological conceptualization of relevance, arguing that more is at stake than outcomes and impact. We characterize the ontology of education and learning in terms of people’s meaningful movements in an always changing world and propose t…
Supporting the development of the bilingual lexicon through translanguaging
The Living Library
The Living Library is a novel tool for opening the scientific process of literature reviewing. We here present its core features, set-up and workflow, and provide the open-source code via GitHub ( https://github.com/Simon-Dirks/living-library ). The Living Library allows researchers to sort articles thematically and temporally, has a built-in open logbook, and uses a responsive methodology. These core features render the Living Library both a pra…
Student assistants as mentor-participants
Student Assistants (SAs) are generally regarded as support to the instructor's teaching agency in a course. This case study assesses SAs taking on the more autonomous role of mentor-participants in student teams during an advanced bachelor's co-design course, advancing our understanding of distributing leadership within such open-ended educational contexts. We use semi-structured interviews and grounded theory analysis to understand how students,…
Translanguaging Towards Equitable Participation
Doing research with multilingual people belonging to marginalized groups involves reconsidering our methods of inquiry. Language differences between researchers and participants can render the lived experiences, multilingual subjectivities, and knowledge of the participants unrecognized and undervalued. This is amplified in educational settings, where a monolingual norm can be pervasive, delegitimizing other languages that are important for shari…
Migrant families’ translanguaging in multilingual science museum activities
Making visible invisibilized repertoires
Minoritized languages linked to migration are usually underrepresented in the linguistic landscapes of museums. This invisibilization has been shown to limit multilingual children’s access, participation, and representation. Translanguaging is an approach that may promote greater inclusion in museums, through its focus on valorising children’s entire linguistic repertoires in formal and non-formal education. However, the potential of translanguag…
Psychology (16 obras) · Computer Science (14 obras) · Mathematics education (10 obras) · Pedagogy (9 obras) · Innovative Teaching and Learning Methods (7 obras) · Innovative Education and Learning Practices (6 obras) · Artificial Intelligence (5 obras) · Epistemology (5 obras) · Linguistics (5 obras) · Mathematics (5 obras)