Prof. dr. Arthur Bakker

Martinus J. Langeveldgebouw
Heidelberglaan 1
3584 CS Utrecht

Prof. dr. Arthur Bakker

Researcher
Social and Behavioural Sciences
a.bakker4@uu.nl

Research projects and funding

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

The digital turn in epistemology

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

 

Selected finished projects

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

Projects
Project
Multilingual voices in STEM education (Multi-STEM) 01.06.2021 to 31.05.2027
General project description

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 

Role
Researcher
Funding
NWO grant NWA-ORC
External project members
  • Jantien Smit (HU)
  • Gerald van Dijk (HU)
  • Ronald Keijzer (iPabo)
Completed Projects
Project
Introducing Statistical inference: Design and implementation of a Learning Trajectory 01.09.2016 to 30.06.2021
General project description

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. 

Role
Researcher
Funding
Other Ministerie van OCW onder het Dudoc Bèta project