Unfolding potential

This thesis explored the question whether Scrum methodology might function as an appropriate scaffold to enhance students’ learning and to support teachers in context-based secondary chemistry education.

The aim of this research project was to increase understanding of which collaborative learning approaches already exist in conservatoire education, and how implementation of collaborative learning could be supported.

The aim of this study was to provide insight into how teachers in higher education can be supported in the design, implementation and evaluation of group assignments by developing a theoretical and evidence-based framework for the design of group assignments.

What is the relationship between outcomes of dynamic testing and cognitive flexibility in young children?

If gifted children are experts in using strategies, why do they experience problems with learning? Why do they underachieve?

Can dynamic testing provide us with insight in children’s potential for learning?

Which collaborative learning approaches already exist in conservatoire education, and how could such approaches be implemented? This is the subject of Tamara Rumiantsev’s (PhD candidate at ICLON) thesis. Defence on 14 April 2022.

Context-based learning has been implemented in secondary chemistry education. Hans Vogelzang, PhD at ICLON, reseached whether Scrum methodology might support creating context-based lessons. Scrum appears to be beneficial to learning outcomes. Defence on 10 November.

We often assume that highly gifted children always perform at maximum capacity. Psychologist Bart Vogelaar discovered that this group too benefits from training and explanation. Strangely enough, the benefits are the same for both groups. PhD defence 18 January.

How do we prepare our students for a future labour market in which flexibility, resilience and adaptability are essential?

Lecture

Course, Webinar