Title: | Multilingual voices in STEM education |
Funding: | NWA |
URL: | https://www.nwo.nl/onderzoeksprogrammas/nationale-wetenschapsagenda/onderzoek-op-routes-door-consortia-orc-2 |
Amount | 1,600,000 EUR plus in kind cofinancing |
Staff | 3 PhD projects, 1 postdoc |
period | June 2021 - May 2026 |
Title |
|
Funding |
NWO Creative Industries (Humanities and ICT) & Noordhoff Publishers |
Amount |
1,070,000 EUR |
Main applicant |
Prof. F. A. Muller (Erasmus, UU) |
Co-applicants |
Dr. Arthur Bakker (project leader), Dr. Jan Broersen (humanities, UU) |
Staff |
3 PhD students (1 FI), programmer (FI), coordinator (FI) |
Period |
November 2016 – May 2021 |
URL |
http://www.nwo.nl/onderzoek-en-resultaten/onderzoeksprojecten/i/30/26830.html |
Title |
Techno-mathematical literacies for engineers |
Funding |
NWO lerarenbeurs |
Amount |
About 170,000 EUR |
Main applicant: |
Nathalie van der Wal |
Co-applicants: |
Arthur Bakker, Paul Drijvers (promotor) |
Period |
2017- |
Title |
Steekproef en populatie: Statistisch redeneren en informele statistische inferentie |
Funding |
DUDOC Bèta 2020 |
Amount |
About 150,000 EUR |
Main applicant: |
Marianne van Dijke-Droogers |
Co-applicants: |
Paul Drijvers (promotor), Arthur Bakker, Jos Tolboom (SLO) |
Period |
September 2016 - |
Title |
Het ontwikkelen van statistische vaardigheden via histogrammen |
Funding |
NWO |
Amount |
About 150,000 EUR |
Main applicant: |
Lonneke Boels |
Co-applicants: |
Arthur Bakker, Paul Drijvers (promotor), Wim van Dooren (Leuven) |
Period |
August 2016 - |
URL |
http://www.nwo.nl/onderzoek-en-resultaten/programmas/promotiebeurs+voor+leraren/toekenningen+2015-2 |
Title |
De leerling als educational designer van wiskundegames |
Funding |
Postdoc VO |
Amount |
About 110,000 EUR |
Main applicant: |
Eline Westerhout |
Co-applicants: |
Prof. Paul Drijvers, Arthur Bakker |
Period |
September 2016-2019 |
Title |
Improving Teacher Judgment Accuracy and Support Adaptivity: What Cues are Good Clues? |
Funding |
PromoDocs UU |
Amount |
About 150,000 EUR |
Main applicant: |
Sophie Oudman |
Co-applicants: |
Janneke van de Pol, Arthur Bakker, Prof. Tamara van Gog |
Period |
September 2016 - |
Title |
The use of video to foster affect and cognition in science and mathematics education: design principles from narrative film theory |
Funding |
UU + NRO PPO (A functional design for educational videos based on didactical principles) |
Main applicant |
Winnifred Wijnker |
Supervision |
Arthur Bakker, Prof. Paul Drijvers, Prof. Tamara van Gog (not co-applicants) |
Period |
September 2016 - |
Title |
Design-based research in domain-specific education |
Funding |
Universität Bremen |
|
10 months 2 days per week to write a book for PhD students |
Main applicant: |
Arthur Bakker (fellow at Bremen University) |
Period |
August 2016 – May 2017 |
Title |
Embodied Expertise in Perceptual Learning during 2D and 3D visualization tasks |
Funding |
Education and Learning (UU) |
Main applicants: |
Marieke van der Schaaf and Arthur Bakker |
Collaborator |
Dor Abrahamson, University of California, Berkeley (http://edrl.berkeley.edu/) |
Staff |
Shakila Shayan (postdoc) |
Period |
May 2014 - April 2018 |
Title |
Techno-mathematical literacies in higher professional technical education |
Funding |
Avans Hogeschool |
Main applicant: |
Nathalie van der Wal |
Supervision |
Arthur Bakker, Prof. Paul Drijvers |
Period |
September 2014 - |
Title |
Rekenen in Beeld |
Funding |
Onderwijsbewijs |
Main applicant: |
Kees Hoogland |
Supervision |
Arthur Bakker, Prof. Birgit Pepin, Prof. Koeno Gravemeijer |
Period |
Defence scheduled for 8 November 2016 |
Title |
Professionalisering binnen leergemeenschappen om talige ondersteuning in interactieve reken-wiskundelessen te realiseren |
Funding |
NRO praktijkonderzoek (PPO) |
Amount |
55,000 EUR |
Main applicant |
Ronald Keijzer |
Co-applicants |
Jantien Smit, Arthur Bakker |
Period |
2014-2015 |
URL |
https://www.nro.nl/kb/405-14-501-leraren-leren-omgaan-met-taal-in-de-rekenles/ |
Title |
Promoting student attitudes toward science and mathematics: A meta-analysis of experimental and quasi-experimental studies Effecten van vernieuwende onderwijsaanpakken op attitudes en leerprestaties in de be`tavakken |
Funding |
NWO PROO review studies |
Amount |
50,000 EUR |
Main applicant |
Arthur Bakker |
Co-applicant |
Gjalt Prins |
Staff |
Bram Vaessen, Charlotte Rietbergen, Elwin Savelsbergh, Sabine Fechner |
Period |
2013-2014 |
URL |
https://www.nro.nl/wp-content/uploads/2015/07/411-12-232-Effecten-van-vernieuwende-onderwijsaanpakken-op-attitudes-en-leerprestaties-in-de-b%C3%A8tavakken-Vaessen-Bakker-ea.pdf |
Title |
Interest in Science: Development Across Sites of Learning |
Funding |
Education for Learning Societies |
Amount |
110,000 EUR |
Main applicant |
Sanne Akkerman (project 1) |
Co-applicant |
Arthur Bakker (project 2; 55,000) |
Period |
2012-2014 |
Title |
Learning correlation and regression within authentic contexts |
Funding |
DUDOC (Platform Bèta Techniek) |
Amount |
About 200,000 EUR |
Main applicant: |
Arthur Bakker |
Co-applicants: |
Harrie Eijkelhof, Jan van Maanen |
Staff |
Adri Dierdorp |
Period |
PhD dissertation finished 2013 |
Title |
Boundary crossing between school and work for developing techno-mathematical competencies in vocational education (MBO) |
Funding |
NWO PROO |
Amount |
220,000 EUR |
Main applicant |
Prof. Koeno Gravemeijer |
Staff |
Arthur Bakker (co-author proposal) and Sanne Akkerman (postdocs) |
Period |
01/11/2007 - 23/05/2012 |
URL |
http://www.nwo.nl/onderzoek-en-resultaten/onderzoeksprojecten/i/00/3200.html |
The aim of Multi-STEM is to understand how multilingual strategies can promote migrant children’s STEM participation in and across formal, non-formal and informal learning settings involving different actors such as teaching professionals, other educational professionals working in, for example, science centres, and caregivers in the home environment such as parents and extended family.
Multi-STEM is a consortium that includes Utrecht University, HU University of Applied Sciences, iPabo Amsterdam, CPS onderwijsontwikkeling en advies, Expertis, Expertisecentrum Nederlands, Malmö University, Stichting Leerplanontwikkeling SLO, Platform Talent voor Technologie, NEMO, Museon, Teylers Museum, Spaarnesant, Voila, Wereldkidz, Zonova, Lund University Dept. of Clinical Sciences, Taal doet meer, It’s my child, Al-Amal, Joury, IOT, SARDES, Vereniging voor Science Centers, Lowan, NVORWO, SPRONG consortium, Wetenschapsknooppunt Universiteit Utrecht, gemeente Den Haag, Defence for Children
The increasing amount of data in media over the last year—think of COVID—illustrates the necessity for students to become statistically literate—including interpreting inferences. Drawing inferences involves making data-based claims under uncertainty when only partial data are available. However, inferences are challenging for students in Grade 10 and higher. This thesis focused on the question: How can a theoretically and empirically based learning trajectory introduce 9th-grade students to statistical inference? To answer this question, we used a design-based research approach, complemented with a case study into learning statistics from and with technology. The design of the trajectory was informed by theories on repeated sampling and statistical modeling using a black box paradigmatic context. The learning trajectory was implemented in teaching practice during three interventions. A pre- and posttest were designed to evaluate the trajectory’s effects in the large-scale final cycle. A national and international comparison of student results showed that students who took part in the learning trajectory (N = 267) scored significantly higher on statistical literacy than the comparison group that followed the regular curriculum (N = 217), in particular, on the domain of statistical inference. We also observed positive effects on other domains of statistical literacy. These findings suggest that current statistics curricula for grades 6–9 can be enriched with an inferential focus. The benefit of this early introduction is that students learn more about inference and not less about the other domains of statistical literacy, to anticipate for subsequent steps in students’ statistics education.