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Learning Sciences

How can learning processes be optimised in various contexts? The research in Learning Sciences is aimed at facilitating educational improvements with scientific insights in collaboration with practice. Gaining insight into the learning processes at an individual and group level makes it possible to better equip the instructor with teaching methods and skills that promote the learning of the individual. The aim is to ensure that learning processes are optimised for each individual according to his or her characteristics, in line with the context. As such, we are interested in personalised education.

We ask these questions for multiple levels and contexts of education:

  • childcare and primary (special) education 
  • secondary education 
  • higher education (university and higher professional education)
  • informal education

Contact: Martijn Meeter or Maartje Raijmakers 

Projects include:

  • Learning individual

    Can education be organised in such a way that every learner is offered appropriate content and exercises? How can the teaching methodology be adapted to this? How are the dynamics of motivation, interest, and learning related? What role do higher-order cognitive processes and strategies play in domain-specific learning? Contact Maartje Raijmakers. 

  • Acting teacher

    How can a teacher adopt effective strategies, and develop him/herself? Wat are good subject-specific pedagogies? We study that in the context of both primary and secondary education. In the latter, we have a focus on the teaching of computer programming, using the Hedy language Contact: Felienne Hermans, Hanna Westbroek, Jan Baan

  • Learning in interaction

    How does group dynamics relate to individual learning? How can teachers use and promote interaction between pupils in order to achieve better learning? Does playing together and moving together have effects on learning?How can research-based play provide a fruitful context for learners.

    Contact: Marjolein Dobber, Anne De Bruijn

  • Sustainable innovation in education

    How can we address pressing issues in improving education more effectively? We organize co-creation labs in which education professionals and researchers work together on specific themes to solve complex practical issues collaboratively using a common language. 

    Contact: dr. Ilja Cornelisz, Geertje van Bergen

  • Reading

    Our focus is on the role of higher-order cognitive processes in language and reading comprehension, word problem solving and mathematics. We study how learners construct deep-level, meaning-based mental representations of the subject area they are studying, including work on situation models, mental imagery, embodied cognition and abstract reasoning. 

    Contact: dr. Menno van der Schoot, Martijn Meeter

  • Success in higher education

    Student success in higher education is contingent upon the congruence between student attributes and program demands. Empirical evidence suggests that traditional mechanisms to assist in program selection lack predictive validity for academic retention and success. We seeks to enhance the accuracy of predicting study success, thereby informing institutional practices and policy and outcomes in higher education contexts. We also study how changes in motivation affect success in the first year of higher education.

    Contact: dr. Mariette Huizinga, Martijn Meeter