Ton De Jong
Datos Biográficos
| ID | 4009883 |
|---|---|
| NOMBRE | Ton De Jong |
| NOMBRES | Ton |
| APELLIDO | De Jong |
| FIRMA | DE JONG T |
| AFILIACIONES | University of Twente |
| ORCID | 0000-0003-0416-4304 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 54 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1996 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 1 |
A learning analytics‐based collaborative conversational agent to foster productive dialogue in inquiry learning
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning
This study investigated the effects of presenting domain information (basic information about the domain) either together with or instead of offering exploratory practice (an exploratory opportunity in a simulation‐based representation of the learning domain) prior to inquiry learning for facilitating students' hypothesis generation and subsequent inquiry processes and their knowledge acquisition. Secondary school students ( n = 118) completed a …
Does giving students feedback on their concept maps through an on-screen avatar or a humanoid robot make a difference
Active or engaged learning is often seen as a way to improve students’ performance concerning STEM topics. When following such a form of self-directed learning, students often need to receive feedback on their progress. Giving real-time feedback on an individual basis is usually beyond the teacher’s capacity; in digital learning environments, this opens the door for exploring automated feedback. In the current study, a posttest only design was us…
Let's talk evidence – The case for combining inquiry-based and direct instruction
Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current arti…
Expert examples and prompted reflection in learning with self‐generated concept maps
Effects of providing domain information on facilitating hypothesis generation in inquiry learning
This study investigated the effects of providing domain information in an early stage of an inquiry process, together with an aligned hypothesis scratchpad, on inquiry learning, and hypothesis generation in particular. Participants were provided with basic domain information that was adapted to their prior knowledge (experimental condition) or received no introduction to the domain (control condition) before writing their hypotheses. Sixty-nine s…
How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry-oriented contexts
Understanding teacher design practices for digital inquiry–based science learning
Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers c…
Learning from reviewing peers’ concept maps in an inquiry context
In peer assessment, both receiving feedback and giving feedback (reviewing peers’ products) have been found to be beneficial for learning. However, the different ways to give feedback and their influence on learning have not been studied enough. This experimental study compared giving feedback by writing comments and by grading, to determine which contributes more to the feedback providers’ learning. Secondary school students from Russia (n = 51)…
Information Literacy Skills Assessment in Digital Crisis Management Training for the Safety Domain
This study aims to develop an unobtrusive assessment method for information literacy in the context of crisis management decision making in a digital serious game. The goal is to only employ in-game indicators to assess the players’ skill level on different facets of information literacy. In crisis management decision making it is crucial to combine an intuitive approach to decision making, build up by experience, with an analytical approach to d…
How do different laboratory environments influence students’ attitudes toward science courses and laboratories
The science learning environment is an important factor in students’ attitudes toward their science experiences in school, as well as toward science courses. This study compares how learning in different laboratory environments (hands-on or virtual) influences these attitudes for middle school (7th grade) students. Participants were 143 seventh-grade students from a public school. They were enrolled in four different seventh-grade science classes…
BE Cool! a digital learning environment to challenge and socially include gifted learners
This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn at a level matching their specific needs and abilities within the social context of regular education. BE COOL! uses the ability-adjusted jigsaw method, in which children of varying ability levels work together on a design for which they acquire knowledge by working on tailored assignments in groups wi…
Effects of providing partial hypotheses as a support for simulation‐based inquiry learning
Hypothesis generation is an important but difficult process for students. This study investigated the effects of providing students with support for hypothesis generation, with regard to the testability and complexity of the generated hypotheses, the quality of the subsequent inquiry learning processes and knowledge acquisition. Fifty‐two secondary school students completed three prior knowledge tests and worked on an inquiry task in the domain o…
Phases of inquiry-based learning
Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical developments that allow the inquiry process to be supported by electronic learning environments. Inquiry-based learning is often organized into inquiry phases that together form an inquiry cycle. However, d…
Physical and Virtual Laboratories in Science and Engineering Education
The world needs young people who are skillful in and enthusiastic about science and who view science as their future career field. Ensuring that we will have such young people requires initiatives that engage students in interesting and motivating science experiences. Today, students can investigate scientific phenomena using the tools, data collection techniques, models, and theories of science in physical laboratories that support interactions …
Cognitive load theory, educational research, and instructional design
Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory…
Learner Performance in Multimedia Learning Arrangements
In this study, the authors compared four multimedia learning arrangements differing in instructional approach on effectiveness and efficiency for learning: (a) hypermedia learning, (b) observational learning, (c) self-explanation–based learning, and (d) inquiry learning. The approaches all advocate learners’ active attitude toward the learning material but show differences in the specific learning processes they intend to foster. Learning results…
Scientific Discovery Learning with Computer Simulations of Conceptual Domains
Scientific discovery learning is a highly self-directed and constructivistic form of learning. A computer simulation is a type of computer-based environment that is well suited for discovery learning, the main task of the learner being to infer, through experimentation, characteristics of the model underlying the simulation. In this article we give a review of the observed effectiveness and efficiency of discovery learning in simulation environme…
Types and qualities of knowledge
Research in learning and instruction claims a central role for the concept of knowledge. The knowledge base of a person, it is now generally assumed, is made up of different types of knowledge. The most well-known examples are declarative and procedural knowledge, but more elaborate distinctions exist. Furthermore, the knowledge base is characterized by different qualities, such as level (deep or surface) of knowledge, generality of knowledge, le…
Measuring intuitive knowledge in science
Phases of inquiry-based learning
Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical developments that allow the inquiry process to be supported by electronic learning environments. Inquiry-based learning is often organized into inquiry phases that together form an inquiry cycle. However, d…
Learner Performance in Multimedia Learning Arrangements
In this study, the authors compared four multimedia learning arrangements differing in instructional approach on effectiveness and efficiency for learning: (a) hypermedia learning, (b) observational learning, (c) self-explanation–based learning, and (d) inquiry learning. The approaches all advocate learners’ active attitude toward the learning material but show differences in the specific learning processes they intend to foster. Learning results…
Types and qualities of knowledge
Research in learning and instruction claims a central role for the concept of knowledge. The knowledge base of a person, it is now generally assumed, is made up of different types of knowledge. The most well-known examples are declarative and procedural knowledge, but more elaborate distinctions exist. Furthermore, the knowledge base is characterized by different qualities, such as level (deep or surface) of knowledge, generality of knowledge, le…
Measuring intuitive knowledge in science
Scientific Discovery Learning with Computer Simulations of Conceptual Domains
Scientific discovery learning is a highly self-directed and constructivistic form of learning. A computer simulation is a type of computer-based environment that is well suited for discovery learning, the main task of the learner being to infer, through experimentation, characteristics of the model underlying the simulation. In this article we give a review of the observed effectiveness and efficiency of discovery learning in simulation environme…
Learner Performance in Multimedia Learning Arrangements
In this study, the authors compared four multimedia learning arrangements differing in instructional approach on effectiveness and efficiency for learning: (a) hypermedia learning, (b) observational learning, (c) self-explanation–based learning, and (d) inquiry learning. The approaches all advocate learners’ active attitude toward the learning material but show differences in the specific learning processes they intend to foster. Learning results…
Cognitive load theory, educational research, and instructional design
Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory…
Physical and Virtual Laboratories in Science and Engineering Education
The world needs young people who are skillful in and enthusiastic about science and who view science as their future career field. Ensuring that we will have such young people requires initiatives that engage students in interesting and motivating science experiences. Today, students can investigate scientific phenomena using the tools, data collection techniques, models, and theories of science in physical laboratories that support interactions …
Phases of inquiry-based learning
Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical developments that allow the inquiry process to be supported by electronic learning environments. Inquiry-based learning is often organized into inquiry phases that together form an inquiry cycle. However, d…
Information Literacy Skills Assessment in Digital Crisis Management Training for the Safety Domain
This study aims to develop an unobtrusive assessment method for information literacy in the context of crisis management decision making in a digital serious game. The goal is to only employ in-game indicators to assess the players’ skill level on different facets of information literacy. In crisis management decision making it is crucial to combine an intuitive approach to decision making, build up by experience, with an analytical approach to d…
How do different laboratory environments influence students’ attitudes toward science courses and laboratories
The science learning environment is an important factor in students’ attitudes toward their science experiences in school, as well as toward science courses. This study compares how learning in different laboratory environments (hands-on or virtual) influences these attitudes for middle school (7th grade) students. Participants were 143 seventh-grade students from a public school. They were enrolled in four different seventh-grade science classes…
BE Cool! a digital learning environment to challenge and socially include gifted learners
This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn at a level matching their specific needs and abilities within the social context of regular education. BE COOL! uses the ability-adjusted jigsaw method, in which children of varying ability levels work together on a design for which they acquire knowledge by working on tailored assignments in groups wi…
Effects of providing partial hypotheses as a support for simulation‐based inquiry learning
Hypothesis generation is an important but difficult process for students. This study investigated the effects of providing students with support for hypothesis generation, with regard to the testability and complexity of the generated hypotheses, the quality of the subsequent inquiry learning processes and knowledge acquisition. Fifty‐two secondary school students completed three prior knowledge tests and worked on an inquiry task in the domain o…
Understanding teacher design practices for digital inquiry–based science learning
Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers c…
Learning from reviewing peers’ concept maps in an inquiry context
In peer assessment, both receiving feedback and giving feedback (reviewing peers’ products) have been found to be beneficial for learning. However, the different ways to give feedback and their influence on learning have not been studied enough. This experimental study compared giving feedback by writing comments and by grading, to determine which contributes more to the feedback providers’ learning. Secondary school students from Russia (n = 51)…
Expert examples and prompted reflection in learning with self‐generated concept maps
Effects of providing domain information on facilitating hypothesis generation in inquiry learning
This study investigated the effects of providing domain information in an early stage of an inquiry process, together with an aligned hypothesis scratchpad, on inquiry learning, and hypothesis generation in particular. Participants were provided with basic domain information that was adapted to their prior knowledge (experimental condition) or received no introduction to the domain (control condition) before writing their hypotheses. Sixty-nine s…
How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry-oriented contexts
Let's talk evidence – The case for combining inquiry-based and direct instruction
Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current arti…
A learning analytics‐based collaborative conversational agent to foster productive dialogue in inquiry learning
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning
This study investigated the effects of presenting domain information (basic information about the domain) either together with or instead of offering exploratory practice (an exploratory opportunity in a simulation‐based representation of the learning domain) prior to inquiry learning for facilitating students' hypothesis generation and subsequent inquiry processes and their knowledge acquisition. Secondary school students ( n = 118) completed a …
Does giving students feedback on their concept maps through an on-screen avatar or a humanoid robot make a difference
Active or engaged learning is often seen as a way to improve students’ performance concerning STEM topics. When following such a form of self-directed learning, students often need to receive feedback on their progress. Giving real-time feedback on an individual basis is usually beyond the teacher’s capacity; in digital learning environments, this opens the door for exploring automated feedback. In the current study, a posttest only design was us…
Psychology (17 obras) · Computer Science (16 obras) · Mathematics education (16 obras) · Innovative Teaching and Learning Methods (11 obras) · Science Education and Pedagogy (9 obras) · Visual and Cognitive Learning Processes (9 obras) · Pedagogy (8 obras) · Mathematics (7 obras) · Knowledge management (6 obras) · Artificial Intelligence (5 obras)