26-T5 Domain-specific education and learning

Course coordinators:

• Dr. Bjorn Wansink (B.G.J.Wansink@uu.nl), Utrecht University – History Education, Graduate School of Teaching (GST)
• Dr. Michiel Veldhuis (m.veldhuis@uu.nl), Utrecht University – Freudenthal Institute – Mathematics education

Research within the area of learning and education often takes place within a specific domain. Important research questions focus on learning and teaching of domain-specific ways of reasoning and problem solving. Within these domains many innovations have been implemented over the last few decades because of new insights into learning and teaching, but also because the subject matter that is taught within these different domains is updated or because the professional or social environment in which the knowledge and skills are meaningful has changed.

In this course we focus on domain-specific education and learning, at primary, secondary, and tertiary levels, in schools and in professional situations, and where relevant other contexts. We discuss theoretical frameworks that domain-specific researchers use so that participants can judge which of these are possibly relevant to their own domain, and explore in what sense their own object of research is an example of a more general phenomenon (e.g., meaningfulness of domain-specific topics for students). Furthermore, we explore different methods being used in domain-specific education research, such as design research, lesson study, process and intervention studies. Finally, we discuss how to develop a fruitful exchange between research and educational practice.

Course objectives

The participants will:

• Become aware of the commonalities and differences between various traditions of domain-specific research (ranging from early childhood literacy to medical education);  
• Acquire insight into the types of research questions and theories that play an important role in investigating the acquisition of domain-specific knowledge and skills, and identify which of these are also relevant to the participant’s own domain;
• Gain deeper understanding of the problem of domain-specific knowledge in the transition between contexts;
• Acquire insight into research methodologies used within this type of research, particularly in the context of design research, lesson study, intervention studies and process studies;
• Become acquainted with the work of researchers and staff members within this area;
• Engage in debate about domain-specific research in relation to more general concerns (e.g., meaningfulness), and how it connects to educational practice.

Requirements/entry level: PhD candidates may participate only if they have followed the ICO Introductory course

Maximum number of participants: 15

Dates (ca. 10:00 – 16:00 h):
5 en 6 feb / 12 en 13 maart,  2026.

Location: t.b.d. Utrecht