Erik Barendsen
Biographic Data
| ID | 9512584 |
|---|---|
| NAME | Erik Barendsen |
| GIVEN NAMES | Erik |
| FAMILY NAME | Barendsen |
| SIGNATURE | BARENDSEN E |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0003-4684-4287 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Dips model
In the digital age, academic success increasingly depends on information problem solving (IPS) competence: the ability to find, evaluate, process, and synthesize information into knowledge products. However, generative AI (genAI) transforms how higher education students engage with digital information, challenging models developed for web-based IPS, such as the IPS using Internet (IPS-I) model. Therefore, an empirically grounded model for AI-assi…
Computer Science Education
Characterizing conceptual understanding during design‐based learning
Design‐based learning is considered a powerful way to help students apply and develop understanding of science concepts, but research has shown that the success of this approach is not a given. Examining students' understanding of science concepts in various design‐based learning contexts has thus continued to be an important field of research. To help advance such work, we explored the affordances of a novel analytic approach for studying data g…
Bringing design practices to chemistry classrooms
Bringing design practices to chemistry education is gaining interest with recent science curriculum reforms emphasising design, and calls for integrated STEM education. Design is a central practice in the chemistry discipline, and could foster meaningful chemistry education. Although chemistry teachers are key in bringing design to chemistry classrooms, and in realising design’s potential for learning, little is known about their views on teachin…
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
No prominent works on this page.
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
Bringing design practices to chemistry classrooms
Bringing design practices to chemistry education is gaining interest with recent science curriculum reforms emphasising design, and calls for integrated STEM education. Design is a central practice in the chemistry discipline, and could foster meaningful chemistry education. Although chemistry teachers are key in bringing design to chemistry classrooms, and in realising design’s potential for learning, little is known about their views on teachin…
Computer Science Education
Characterizing conceptual understanding during design‐based learning
Design‐based learning is considered a powerful way to help students apply and develop understanding of science concepts, but research has shown that the success of this approach is not a given. Examining students' understanding of science concepts in various design‐based learning contexts has thus continued to be an important field of research. To help advance such work, we explored the affordances of a novel analytic approach for studying data g…
The Dips model
In the digital age, academic success increasingly depends on information problem solving (IPS) competence: the ability to find, evaluate, process, and synthesize information into knowledge products. However, generative AI (genAI) transforms how higher education students engage with digital information, challenging models developed for web-based IPS, such as the IPS using Internet (IPS-I) model. Therefore, an empirically grounded model for AI-assi…
Mathematics education (3 works) · Psychology (3 works) · Science education (3 works) · Science Education and Pedagogy (3 works) · Computer Science (2 works) · Design Education and Practice (2 works) · Pedagogy (2 works) · Professional development (2 works) · Sociology (2 works) · Affordance (1 work)