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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)
  • teacher training courses (teacher training, teacher training courses)
  • out-of-school 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? What role does motivation play in the learning progress of learners? What role do higher-order cognitive processes and strategies play in domain-specific learning?

  • Acting teacher

    How can a teacher adapt the education so that it is personalised for the learner? What strategies and (digital) tools does the teacher have for this? Do learning analytics help in this? How to promote the professional development of the teacher?

  • Learning in interaction

    Does personalisation actually happen automatically because of the actions of learners or group members? What role does selection and allocation play in equal opportunities for individuals in education? How does group dynamics relate to individual learning? How can teachers use and promote interaction between pupils in order to achieve better learning? How can research-based play provide a fruitful context for learners?

    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) 
    • teacher training courses (teacher training, teacher training courses) 
    • out-of-school education

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

    • childcare 
    • primary (special) education 
    • secondary education
    • higher education (university and higher professional education)
    • teacher training courses (teacher training, teacher training courses)
    • out-of-school education

  • NCO Leergroeiproject

    NCO Leergroeiproject (pdf)

  • 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

  • Executive functions

    Children vary greatly in the developmental pattern of their executive function and how they develop “goal-directed behaviour”. What causes this difference? How can the educational context help foster the development of executive functions? And how important are goal-directed behaviours for academic performance?

    Contact: dr. Mariette Huizinga