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Effects of a philosophy classroom dialogue intervention on students' value-loaded critical thinking

In secondary school philosophy classes students learn to reason critically about social and scientific issues. This study examined the effects of a whole-class, teacher-led philosophy classroom dialogue intervention on students’ value-loaded critical thinking. Value-loaded critical thinking is logically consistent, self-reflective reasoning focused on making moral value-judgments about what is right to believe or do. In a quasi-experimental study (N = 437 students) with a pre-test post-test design, we investigated whether engaging in classroom dialogues in which the teachers implemented five design principles for promoting value-loaded critical thinking and transfer thereof, positively affected students’ (n = 150) value-loaded critical thinking in transfer tasks. The results were compared to two comparison conditions: students (n = 149) who participated in regular teacher-led philosophy classroom dialogues and students (n = 145) who followed a regular 10th-grade curriculum without philosophy classes. Results showed that students in the intervention condition outperformed students in both comparison conditions on referring to moral values. Regarding critical reasoning, we only found significant effects compared to the students who followed the regular 10th-grade curriculum. Findings indicate that a specifically designed dialogic intervention can enhance students’ capacities in value-loaded critical thinking.

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Effects of a philosophy classroom dialogue intervention on students' value-loaded critical thinking

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Metacognition

Metacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control). Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic achievement. More recently, metacognition has been studied from experimental and cognitive neuroscience perspectives. This research has started to identify brain regions that encode metacognitive processes. However, the educational and neuroscience disciplines have largely developed separately with little exchange and communication. In this article, we review the literature on metacognition in educational and cognitive neuroscience and identify entry points for synthesis. We argue that to improve our understanding of metacognition, future research needs to (i) investigate the degree to which different protocols relate to the similar or different metacognitive constructs and processes, (ii) implement experiments to identify neural substrates necessary for metacognition based on protocols used in educational sciences, (iii) study the effects of training metacognitive knowledge in the brain, and (iv) perform developmental research in the metacognitive brain and compare it with the existing developmental literature from educational sciences regarding the domain-generality of metacognition.

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Scaffolding futures: teaching critical engagement with LLMs for foresight in leisure education.

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Space Oddities: The Acquisition of Agreement Verbs by L2 Learners of Sign Language of the Netherlands

ion of verb agreement by hearing learners of a sign language. During a 2-year period, 14 novel learners of Sign Language of the Netherlands (NGT) with a spoken language background performed an elicitation task 15 times. Seven deaf native signers and NGT teachers performed the same task to serve as a benchmark group. The results obtained show that for some learners, the verb agreement system of NGT was difficult to master, despite numerous examples in the input. As compared to the benchmark group, learners tended to omit agreement markers on verbs that could be modified, did not always correctly use established locations associated with discourse referents, and made characteristic errors with respect to properties that are important in the expression of agreement (movement and orientation). The outcomes of the study are of value to practitioners in the field, as they are informative with regard to the nature of the learning process during the first stages of learning a sign language.

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Space Oddities: The Acquisition of Agreement Verbs by L2 Learners of Sign Language of the Netherlands

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Designing a data feedback program to improve teachers’ science and technology teaching skills in elementary education

In this study, a data feedback program to improve teachers’ science and technology (S&T) teaching skills was designed and tested. The aim was to understand whether and how the four design principles underlying this program stimulated the intended teacher support. We examined how teachers in different phases of their career applied and experienced the employed design principles’ key aspects. Eight in-service teachers and eight pre-service teachers attended the data feedback program and kept a logbook in the meantime. Group interviews were held afterwards. Findings show that applying the four employed design principles’ key aspects did support and stimulate in- and pre-service teachers in carrying out data feedback for improving their S&T teaching. However, some key aspects were not applied and/or experienced as intended by all attending teachers. The findings provide possible implications for the development and implementation of professional development programs to support in - and pre-service teachers’ S&T teaching using data feedback.

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Designing a data feedback program to improve teachers’ science and technology teaching skills in elementary education

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Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education

Diagnosing teachers are teachers who perceive diagnostic information about students’ learning process, interpret these aspects, decide how to respond, and act based on this diagnostic decision. During supervision meetings about the undergraduate thesis supervisors make in-the-moment decisions while interacting with their students. We regarded research supervision as a teaching process for the supervisor and a learning process for the student. We tried to grasp supervisors’ in-the-moment decisions and students’ perceptions of supervisors’ actions. Supervisor decisions and student perceptions were measured with video-stimulated recall interviews and coded using a content analysis approach. The results showed that the in-the-moment decisions our supervisors made had a strong focus on student learning. Supervisors often asked questions to empower students or to increase student understanding. These supervising strategies seemed to be adapted to students’ needs, as the latter had positive perceptions when their control increased or when they received stimuli to think for themselves.

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Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education

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Consent in action: Learning from artistic research within an institutional review context

This article examines how artistic research practices challenge and reconfigure institutional approaches toresearch ethics. Focusing on the case of Performing Working —a doctoral project in the arts that was the first toundergo ethical review at the University of the Arts Utrecht —it investigates how forms of consent, researcherroles, and institutional responsibility are negotiated when research is processual, embodied, and collaborativelydeveloped.The article draws on a collaborative autoethnographic reflection involving the artist-researcher, a researchparticipant, and members of the ethics committee. Care ethics is used as a conceptual lens to analyse the ethicaldimensions of the case, foregrounding relationality, vulnerability, and attention to power. Rather than treatingethical approval as a one-off procedural hurdle, the analysis highlights ethics as an ongoing, situated practicethat unfolds through dialogue, friction, and mutual attunement.Artistic research is presented here as a ‘hard case’ that reveals structural frictions in existing review systems.At the same time, it offers alternative imaginaries and practices for dealing with complexity, uncertainty, and co-responsibility in research. While grounded in an artistic context, the article speaks to broader concerns inqualitative research methodology, particularly in fields that engage with lived experience, reflexivity, and sharedauthority. Ethics is reframed not merely as compliance, but as integral to how research is shaped, shared, andheld accountable across diverse domains.

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Consent in action: Learning from artistic research within an institutional review context

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Learning with Interactive Knowledge Representations

Computers are promising tools for providing educational experiences that meet individual learning needs. However, delivering this promise in practice is challenging, particularly when automated feedback is essential and the learning extends beyond using traditional methods such as writing and solving mathematics problems. We hypothesize that interactive knowledge representations can be deployed to address this challenge. Knowledge representations differ markedly from concept maps. Where the latter uses nodes (concepts) and arcs (links between concepts), a knowledge representation is based on an ontology that facilitates automated reasoning. By adjusting this reasoning towards interacting with learners for the benefit of learning, a new class of educational instruments emerges. In this contribution, we present three projects that use an interactive knowledge representation as their foundation. DynaLearn supports learners in acquiring system thinking skills. Minds-On helps learners to deepen their understanding of phenomena while performing experiments. Interactive Concept Cartoons engage learners in a science-based discussion about controversial topics. Each of these approaches has been developed iteratively in collaboration with teachers and tested in real classrooms, resulting in a suite of lessons available online. Evaluation studies involving pre-/post-tests and action-log data show that learners are easily capable of working with these educational instruments and that the instruments thus enable a semi-automated approach to constructive learning.

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Learning with Interactive Knowledge Representations

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Self-regulation strategies in blended learning environments in higher education

Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies: cognitive, metacognitive, motivational and management. Results show that most studies focused on metacognitive strategies, followed by cognitive strategies, whereas little to no attention is paid to motivation and management strategies. To facilitate self-regulation strategies non-human student tool interactional methods were most commonly used, followed by a mix of human student-teacher and non-human student content and student environment methods. Results further show that the extent to which students actively apply self-regulation strategies also depends heavily on teacher's actions within the blended learning environment. Measurement of self-regulation strategies is mainly done with questionnaires such as the Motivation and Self-regulation of Learning Questionnaire.Implications for practice and policy:•More attention to self-regulation in online and blended learning is essential.•Lecturers and course designers of blended learning environments should be aware that four types of self-regulation strategies are important: cognitive, metacognitive, motivational and management.•Within blended learning environments, more attention should be paid to cognitive, motivation and management strategies to promote self-regulation.

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Producten 23

Effects of a philosophy classroom dialogue intervention on students' value-loaded critical thinking

Metacognition

Scaffolding futures: teaching critical engagement with LLMs for foresight in leisure education.

Space Oddities: The Acquisition of Agreement Verbs by L2 Learners of Sign Language of the Netherlands

Designing a data feedback program to improve teachers’ science and technology teaching skills in elementary education

Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education

Consent in action: Learning from artistic research within an institutional review context

Learning with Interactive Knowledge Representations

Self-regulation strategies in blended learning environments in higher education

Personen 10

Adriaan van Liempt

Samantha Boom

Ewoud Vos

Gerben ter Riet

Sannie van Boxtel

Silke Hassreiter

HAP Smit

Joris Weijdom

Sven Jacobus Gertruda Geelen

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Producten 23

Effects of a philosophy classroom dialogue intervention on students' value-loaded critical thinking

Metacognition

Scaffolding futures: teaching critical engagement with LLMs for foresight in leisure education.

Space Oddities: The Acquisition of Agreement Verbs by L2 Learners of Sign Language of the Netherlands

Designing a data feedback program to improve teachers’ science and technology teaching skills in elementary education

Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education

Consent in action: Learning from artistic research within an institutional review context

Learning with Interactive Knowledge Representations

Self-regulation strategies in blended learning environments in higher education

Personen 10

Adriaan van Liempt

Samantha Boom

Ewoud Vos

Gerben ter Riet

Sannie van Boxtel

Silke Hassreiter

HAP Smit

Joris Weijdom

Sven Jacobus Gertruda Geelen