Ard W Lazonder
Biographic Data
| ID | 2746757 |
|---|---|
| NAME | Ard W Lazonder |
| GIVEN NAMES | Ard W |
| FAMILY NAME | Lazonder |
| SIGNATURE | LAZONDER A W |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0002-5572-3375 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Differentiating Elementary Science Education
Elementary school children can differ greatly in their science knowledge and skills. This requires their teachers to differentiate, thus to adjust their lessons to the various educational needs. The extent to which teachers actually differentiate is assumed to be related to a number of teacher characteristics. The present study examined whether and how the variation in how often teachers report to differentiate their instruction during elementary…
Modelling as expert-guidance during teacher practitioner research
Studies on teacher practitioner research suggest that experts can provide valuable guidance by modelling the research process within the school context. As it is unknown when and how modelling can promote teachers' research, the present study evaluated several modelling practices in four teacher teams (N = 38). Two facilitators modelled research skills before, during and after teachers' research tasks; a research disposition was modelled by quest…
Strengthening Creative Problem‐Solving within Upper‐Elementary Science Education
This intervention study examined the effectiveness of instructional support tailored toward two techniques (i.e., random associations and constraint identification) to strengthen children's creative problem‐solving skills within upper‐elementary science education. Five inquiry‐based science lessons with ample opportunity for creative problem‐solving (i.e., divergent and convergent thinking) were provided. Children were assigned to a condition wit…
Dutch elementary school teachers’ differentiation practices during Science and Technology lessons
Although differentiation is essential to quality teaching, portraits of how teachers adjust lessons of specific subjects to students' needs are scarce. This study investigated Dutch teachers' differentiation practices in elementary Science and Technology (S&T) education. In a multiple-case design, data obtained from lesson plans, interviews and observations of nine elementary-school teachers were triangulated. All teachers adjusted their lesson's…
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…
Learning from physical and virtual investigation
Should students investigate with tangible objects and apparatus or are digitally simulated materials and equipment an adequate or perhaps even preferred alternative? This question remains unanswered because empirical evidence is inconclusive and previous reviews are descriptive and synthesize a limited number of studies with small samples. This meta-analysis, therefore, assessed the relative effectiveness of physical versus virtual investigation …
Adapting scientific reasoning instruction to children’s needs
Scientific reasoning helps children understand the world around them. Teaching scientific reasoning can be challenging because not all component scientific reasoning skills develop at the same age and not all children learn these skills at the same pace. Adaptive support thus seems called for. We designed two types of adaptive instruction, based on children’s standardised test scores (macro-adaptive; n = 58) or their performance in the previous l…
Meta-analysis of professional development programs in differentiated instruction
Differentiated instruction is a key indicator of effective teaching, but difficult to implement. Thus, educators have called for professional development (PD) programs on the topic. Based on 27 selected studies, this meta-analysis examined the overall effectiveness of PD programs in terms of teacher and student outcomes, and assessed theoretically relevant PD program features as moderators. Our findings indicated that PD programs have a medium ef…
Creativity in mathematics performance
BackgroundCreativity requires both divergent and convergent thinking. Previous research established that divergent thinking relates to mathematics performance, but generally ignored the role of convergent thinking and, hence, leaves it unclear how both might interact when children work on mathematical tasks. This study addressed this paucity in the research literature, with the goal of improving our understanding of the role of creative thinking …
Individual Differences in Children’s Scientific Reasoning
Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving …
Development and initial validation of a performance-based scientific reasoning test for children
Longitudinal assessment of digital literacy in children
Meta-Analysis of Inquiry-Based Learning
Research has consistently shown that inquiry-based learning can be more effective than other, more expository instructional approaches as long as students are supported adequately. But what type of guidance is adequate, and for whom? These questions are difficult to answer as most previous research has only focused on one type of guidance and one type of learner. This meta-analysis therefore synthesized the results of 72 studies to compare the ef…
Evaluation of transition in Dutch senior secondary vocational education
n Contains fulltext :\n 172934.pdf (Publisher’s version ) (Open Access)\n
Dutch elementary school teachers’ differentiation practices during Science and Technology lessons
Although differentiation is essential to quality teaching, portraits of how teachers adjust lessons of specific subjects to students' needs are scarce. This study investigated Dutch teachers' differentiation practices in elementary Science and Technology (S&T) education. In a multiple-case design, data obtained from lesson plans, interviews and observations of nine elementary-school teachers were triangulated. All teachers adjusted their lesson's…
Creativity in mathematics performance
BackgroundCreativity requires both divergent and convergent thinking. Previous research established that divergent thinking relates to mathematics performance, but generally ignored the role of convergent thinking and, hence, leaves it unclear how both might interact when children work on mathematical tasks. This study addressed this paucity in the research literature, with the goal of improving our understanding of the role of creative thinking …
Evaluation of transition in Dutch senior secondary vocational education
n Contains fulltext :\n 172934.pdf (Publisher’s version ) (Open Access)\n
Meta-Analysis of Inquiry-Based Learning
Research has consistently shown that inquiry-based learning can be more effective than other, more expository instructional approaches as long as students are supported adequately. But what type of guidance is adequate, and for whom? These questions are difficult to answer as most previous research has only focused on one type of guidance and one type of learner. This meta-analysis therefore synthesized the results of 72 studies to compare the ef…
Longitudinal assessment of digital literacy in children
Individual Differences in Children’s Scientific Reasoning
Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving …
Development and initial validation of a performance-based scientific reasoning test for children
Adapting scientific reasoning instruction to children’s needs
Scientific reasoning helps children understand the world around them. Teaching scientific reasoning can be challenging because not all component scientific reasoning skills develop at the same age and not all children learn these skills at the same pace. Adaptive support thus seems called for. We designed two types of adaptive instruction, based on children’s standardised test scores (macro-adaptive; n = 58) or their performance in the previous l…
Meta-analysis of professional development programs in differentiated instruction
Differentiated instruction is a key indicator of effective teaching, but difficult to implement. Thus, educators have called for professional development (PD) programs on the topic. Based on 27 selected studies, this meta-analysis examined the overall effectiveness of PD programs in terms of teacher and student outcomes, and assessed theoretically relevant PD program features as moderators. Our findings indicated that PD programs have a medium ef…
Creativity in mathematics performance
BackgroundCreativity requires both divergent and convergent thinking. Previous research established that divergent thinking relates to mathematics performance, but generally ignored the role of convergent thinking and, hence, leaves it unclear how both might interact when children work on mathematical tasks. This study addressed this paucity in the research literature, with the goal of improving our understanding of the role of creative thinking …
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…
Learning from physical and virtual investigation
Should students investigate with tangible objects and apparatus or are digitally simulated materials and equipment an adequate or perhaps even preferred alternative? This question remains unanswered because empirical evidence is inconclusive and previous reviews are descriptive and synthesize a limited number of studies with small samples. This meta-analysis, therefore, assessed the relative effectiveness of physical versus virtual investigation …
Strengthening Creative Problem‐Solving within Upper‐Elementary Science Education
This intervention study examined the effectiveness of instructional support tailored toward two techniques (i.e., random associations and constraint identification) to strengthen children's creative problem‐solving skills within upper‐elementary science education. Five inquiry‐based science lessons with ample opportunity for creative problem‐solving (i.e., divergent and convergent thinking) were provided. Children were assigned to a condition wit…
Dutch elementary school teachers’ differentiation practices during Science and Technology lessons
Although differentiation is essential to quality teaching, portraits of how teachers adjust lessons of specific subjects to students' needs are scarce. This study investigated Dutch teachers' differentiation practices in elementary Science and Technology (S&T) education. In a multiple-case design, data obtained from lesson plans, interviews and observations of nine elementary-school teachers were triangulated. All teachers adjusted their lesson's…
Modelling as expert-guidance during teacher practitioner research
Studies on teacher practitioner research suggest that experts can provide valuable guidance by modelling the research process within the school context. As it is unknown when and how modelling can promote teachers' research, the present study evaluated several modelling practices in four teacher teams (N = 38). Two facilitators modelled research skills before, during and after teachers' research tasks; a research disposition was modelled by quest…
Differentiating Elementary Science Education
Elementary school children can differ greatly in their science knowledge and skills. This requires their teachers to differentiate, thus to adjust their lessons to the various educational needs. The extent to which teachers actually differentiate is assumed to be related to a number of teacher characteristics. The present study examined whether and how the variation in how often teachers report to differentiate their instruction during elementary…
Psychology (12 works) · Mathematics education (11 works) · Computer Science (9 works) · Science Education and Pedagogy (8 works) · Pedagogy (7 works) · Cognitive psychology (4 works) · Social Psychology (4 works) · Developmental psychology (3 works) · Educational Strategies and Epistemologies (3 works) · Innovative Teaching and Learning Methods (3 works)