Dr. Arthur Bakker (A.Bakker4@uu.nl)
3584 CC Utrecht
Prof. dr. Carla van Boxtel (firstname.lastname@example.org)
University of Amsterdam
Research Institute of Child Development and Education
Nieuwe Achtergracht 127
1018 WS Amsterdam
MSc. Rosa Alberto (R.A.Alberto@uu.nl)
Freudenthal Institute – Mathematics Education
3584 CC Utrecht
Sharisse van Driel (email@example.com)
Open University of the Netherlands
6419 AT Heerlen
Research within the area of learning and instruction often takes place within a specific domain. Important research questions focus on learning and instruction of domain-specific concepts and 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 instruction, but also because the subject matter that is taught within these different domains is up-dated or because the professional or social environment in which the knowledge and skills are meaningful has been changed.
In this master class we focus foremost on domain-specific instruction in schools, but also elaborate on what happens with domain-specific skills when a person has to translate them into a different context (i.e., transitions between domains and to the workplace, questions of transfer or boundary crossing). We discuss the theories that domain-specific researchers use and contribute to. Furthermore, we explore different methods being used in domain-specific instruction research, such as design research, process and intervention studies. Finally, we discuss how to close the gap between the research and educational practice under discussion and how to develop a fruitful exchange between them.
The participants will:
– Become aware that domain-specific research is conducted within diverse contexts;
– 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;
– Gain deeper understanding of the problem of transfer of domain-specific knowledge and understanding and transitions between contexts;
– Acquire insight into research methodologies used within this type of research, particularly in the context of design research, intervention studies and process studies;
– Become acquainted with the work of researchers and staff members within this area;
– Engage in debate about strengths and weaknesses of domain-specific research and how it connects to educational practice;
– Convert research questions, methodologies and findings of domain-specific research to the context of their own research project.
Requirements/entry level: This course is recommended for second or third year PhD-students. First year PhD students may participate only if they have followed the ICO Introductory course.
*Note: not all speakers havee been invited / confirmed yet
Day 3 November 26th 2018: Methods of domain-specific research
10.00-10.45 Arthur Bakker: Design research in education
10.45-11.00 Discussion: prepared by participants (Task 2)
11.00-12.15 Discusison Task 3 (in 2 parallel sessions): reflection on methods that are applied in own research
13.00-13.45 Daphne van Weijen: treatment fidelity in intervention studies
13.45-14.00 Discussion: prepared by participants (Task 2)
14.00-14.45 Sharisse van Driel: the use of eye-tracking in studying teaching and learning
Specification of the workload:
The contact-based activities take 24 hours. In total 60 hours are scheduled for self-study and assignments (Tasks 1 to 4). So in total the course takes 84 hours.
* When a participant can’t be present during one of the meetings, he or she has to inform the coordinators at least two weeks before the start of the course. We then give a replacement assignment (e.g. writing a brief paper related to the assignment of that course day).
October 29th and 30th 2018
November 26th and 27th 2018
Location: Studiecentrum of the Open University in Utrecht, Vondellaan 202, 3521 GZ Utrecht
Maximum number of participants: 15