Available Multidisciplinary research projects:
Contact: Ralph Meulenbroeks
Intrinsic motivation is a robust predictor for performance in almost any conceivable field, whether it be sports, work, academia, or arts (Cerasoli, Nicklin, & Ford, 2014). Self-determination theory teaches us that supporting intrinsic motivation works through supporting the basis psychological needs of competence, autonomy, and relatedness. It can thus be argued that support of these psychological needs should be a prime concern for all educators.
There has been some tantalizing evidence from research in primary education demonstrating that higher intrinsic motivation of the teacher for teaching can actually lead to more psychological need-supportive teaching in class. Several mechanisms have been proposed, including the proposition that intrinsically motivated teachers are more likely to see the value of need-supportive teachers (Roth, Assor, Kanat-Maymon, & Kaplan, 2007).
In order to investigate this, and other, mechanisms in secondary science education, there is room for one or two students. Please contact me if you feel motivated!
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140(4), 980–1008. https://doi.org/10.1037/a0035661
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761–774. https://doi.org/10.1037/0022-0618.104.22.1681
Contact: Rogier Bos
Instruction and knowledge videos based on dynamical animations have gained enormous popularity with the rise off YouTube. Channels like MinutePhysics and 3Blue1Brown attract millions of views and followers.
Clearly, animated instruction is attractive and manages to popularize science and mathematics. However, research on whether animated video instruction is more effective than static instruction has given mixed results (Berney & Bétrancourt, 2016).
Based on cognitive theory (cognitive load theory, dual channel theory) general design principle for educational videos have been formulated and tested, but domain specific principles are still to be explored. There are many research questions of interest that you could work on in your research project:
- Are the video’s from the previously mentioned channels effective? If so, why? What (domain specific) principles do they adhere to?
- Can animating formulas and equation in mathematics or science animated videos reduce cognitive load? Does it lead to better reproductive and conceptual understanding?
- There is some evidence that instructional videos visualizing human movement are more effective than those visualizing non-human movement (de Koning & Tabbers, 2011; Pouw, van Gog, Zwaan, & Paas, 2016). How can we visualize human movement to support learning mathematics or science (Bos, submitted)? Under what condition are such visualizations effective?
Your research project could be based on existing animation (as in option 1 above), but could also include a design of an animation for which I could provide support.
For more information, email Rogier Bos (email@example.com).
Berney, S., & Bétrancourt, M. (2016). Does animation enhance learning? A meta-analysis. Computers and Education, 101, 150–167. https://doi.org/10.1016/j.compedu.2016.06.005
de Koning, B. B., & Tabbers, H. K. (2011). Facilitating Understanding of Movements in Dynamic Visualizations: An Embodied Perspective. Educational Psychology Review, 23(4), 501–521. https://doi.org/10.1007/s10648-011-9173-8
Pouw, W. T. J. L., van Gog, T., Zwaan, R. A., & Paas, F. (2016). Augmenting instructional animations with a body analogy to help children learn about physical systems. Frontiers in Psychology, 7(JUN), 1–11. https://doi.org/10.3389/fpsyg.2016.00860
Bos, R., & Renkema, W. (submitted). Animating algebra using embodied metaphors.
Contact: Roald Verhoeff
While in many ways the successes of scientific endeavours have never been more obvious, and the need for them to solve important issues as climate change never greater, public trust in science seems to be wavering. In Europe, a Eurobarometer survey showed that more than half of respondents agreed with the statement that “We can no longer trust scientists to tell the truth about controversial scientific and technological issues because they depend more and more on money from industry.” In addition, more than half of Europeans believe scientists should be doing more to communicate their findings to the public. While much of this scepticism is driven by economic and political forces beyond the academic context, stories of academic fraud and corruption within scientific research practices are frequently reported in the news media.
The topic of research integrity is urgent in many universities. The reported number of retractions, fraudulent researchers, ghost writers and plagiarizing students and researchers has increased hugely over the last decades. If these trends continue, they threaten to undermine the ability of scientists to affect meaningful change in society. In reaction to the increase in reported cases of misconduct, we have seen a tendency to regulate behavior by installing integrity officers, codes of conduct, integrity committees, whistle blower protocols, and so on. For example, the Netherlands Code of Conduct for Research (www.vsnu.nl) and the European Code of Conduct (Allea, https://allea.org/code-of-conduct/) aims to stimulate upright behavior amongst researchers in all academic disciplines.
In two European projects we are currently developing innovative educational tools to help and stimulate (future) researchers to become competent in addressing research integrity issues in practice. These projects form the context for three Master SEC projects:
1) Escape Room Responsible Conduct of Science
This project develops an engaging game-based activity (Escape Room) on research integrity for Research Master (RMA) students. The core focus is to empower students by developing their skills for Responsible Conduct of Research (RCR) in research integrity (RI) by increasing student awareness and by helping students to reflect on issues they will encounter in practice. The project is a follow-up of the Educate-it Escape Room, which offered a combination of a game experience and a discussion (debrief) afterwards. We want to develop a game that a) aids large groups of students at the same time; b) focuses on a multidisciplinary audience, by paying attention to customary and cultural differences in research practices and c) will be made publicly available using blended techniques. As a master SEC student you will design a theory-based practical game element of the escape room and test it with Master students.
2) Teaching Responsible Conduct of Science in Secondary Education
Rapid developments in biology and the life sciences, like genomics, synthetic biology or geoengineering offer a lot of promises and potential risks. In their everyday life students get informed about issues around vaccines, renewable energy, healthy diets via news media and ever more often via social media. Linked to the research integrity issues described above, several questions rise to the fore: When forming their opinion, do secondary students still place their trust in scientist or do they question their expertise in favor of alternative societal / local stakeholders or persons perhaps via social media? Do secondary science teachers detect a declined trust in science among their students and how do they deal with it in their classroom practice? (How) do teachers include responsible conduct of science in their teaching practice and what difficulties do they experience in teaching integrity issues? What is the teachers understanding of responsible conduct of research? As a Master SEC student you will address (one or more) of these questions focused on either secondary students or science teachers.
3) Young Researchers Perceptions and Needs for Responsible Conduct of Science
As part of the European project called INTEGRITY, in which we will develop innovative educational tools on research integrity for undergraduate students and early career researchers, we are currently inquiring into the existing knowledge and needs of these students themselves. Gaining this knowledge is necessary to develop more tailor-made tools for them in different study phases and disciplines. What are we aiming for when we teach research integrity is: how to survive in a world that is complex and difficult, how to deal with questionable behavior, and how still to enjoy research? An unsolved underlying issue here is the view that we should take of current scientific practices. Is the current science system deficient and is it easy to take a wrong turn and misbehave, against which empowerment should help to protect yourself, or is empowerment focused on setting positive standards for responsible research rather than on the possibility that bad things may happen? As a master SEC student you will elaborate on prior knowledge and ideas of undergraduate students or young researchers as starting point for designing a pedagogy founded on three core values – Transparency, Honesty, and Responsibility.
Supervisor: Ralph Meulenbroeks
In the Netherlands, students in secondary education choose their general education direction at the age of 14-15 (9th grade). What they choose is a general set of subjects that they will take right up until the final exam. This so-called subject cluster choice (profielkeuze) is a major issue in grade 9. The decision-making process is facilitated by a lesson series on personality, future studies, interest, etc, and it culminates in the actual choice.
Given the attention it gets at schools, it is surprising to find very little actual research on the subject. A pilot study in 2019-20 has focused on the spectrum of motivations (extrinsic-intrinsic) students display when choosing their future direction, in relation to the observed content of the lesson series. The results of the study indicate that students base their initial choice mainly on autonomous motivation types, but is has no information on the last past of the decision-making process, where students interact with parents and peers and may alter their choice.
This project aims to follow students throughout the entire 9th grade (until the final choice is made) and study their motives by qualitative and quantitative means. A master student is very welcome to assist in exploring this almost uncharted territory!
Contact: Ralph Meulenbroeks
The Ionizing Radiation Practical is a physics practical that is performed every year by thousands of students in the final stages of secondary education. It has been offered to schools throughout the Netherlands since the early 70’s. Recently, however, a new approach to this practical has been implemented, based on inquiry based learning (IBL). Very recent research has revealed tantalizing clues for a significant improvement in intrinsic motivation among students when comparing the new IBL approach to the original, “cook book” variant. Since intrinsic motivation has been shown to be a robust predictor of academic and other achievement, the implications of this research may be far-reaching. I am looking for an intrinsically motivated student to further this research by a mixed-method approach of conducting interviews, questionnaires, and (very promising) measuring behavioral changes. Write me a short e-mail if you are interested, and we’ll have a chat on this!
Contact: Christine Knippels
Education through an inquiry approach in science and technology prepares young citizens to participate in socio-scientific debate. For this purpose, students need to have an understanding of the process and products of science and technology and to appreciate them as human endeavour. In addition, students need to exercise informed decision-making, i.e. considering and balancing relevant facts, interests, values, costs and benefits.
The PARRISE project, which involves 18 European partners, aims at introducing the concept of Responsible Research and Innovation in science and mathematics education to contribute to a scientifically literate society (21st century skills). It does so by combining socio-scientific issues (SSI) and inquiry-based learning (IBL) to foster citizenship (CE) in science education; The SSIBL-approach.
Implementing the SSIBL-approach in science classrooms and teacher training programs is challenging. Many aspects still have to be investigated and analysed in order to make proper education trajectories and materials. Last year our teacher educators implemented activities in their teacher training programme and we have data available that can be used to evaluate these sessions. Moreover, based on the experiences of the first round of try-outs new learning and teaching activities can be developed and tested.
Contact: Michiel Doorman
Inquiry-based learning (IBL) has been advocated by science and mathematics educators as a means to make students be actively engaged in content-related problem solving processes and in reflecting on the nature of science. Several reasons created the need for IBL varying from improving content-learning, fostering motivation, creating opportunities for learning 21st century skills like creativity, critical thinking and working collaboratively. However, a discrepancy can be found between the need to make IBL accessible to students and teachers’ current classroom practices. Three research projects are proposed in close cooperation with these running projects on this issue.
The first research project accompanies the implementation process of IBL by selected teachers within a case study design. The teachers will be guided in this process and data is retrieved on their beliefs and implementation strategies (e.g., necessary aids and evaluation tools), classroom implementation is observed and students’ responses during and after the implemented unit are considered (e.g., creativity and levels of inquiry). A sample collection of students’ responses is available for an initial explorative study.
In the second project, the central focus is on the redesign of traditional tasks within teacher professional development units. Teachers will be supported and observed during the process of redesigning a closed textbook task into an IBL-oriented task and interviewed afterwards. The aim is to extract the determinants for successful redesigning processes to be able to enhance a research-based tool kit containing redesigning aids to guarantee successful implementation of tasks. The tasks can be selected from subjects within the science or mathematics domain.
The third project concerns a textbook analysis in one or more science domains. You will analyze to what extent textbooks provide opportunities for inquiry-based learning and opportunities for experiencing how scientists think and work. This textbook analysis can be performed in close collaboration with a PhD student who investigates similarities and differences between China and the Netherlands on this issue in lower secondary mathematics education.
Capps, D. K., & Crawford, B. A. (2013). Inquiry-based instruction and teaching about nature of science: Are they happening?. Journal of Science Teacher Education, 24(3), 497-526.
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of research in science teaching, 47(4), 474-496.
Swan, M., Pead, D., Doorman, L.M. & Mooldijk, A.H. (2013). Designing and using professional development resources for inquiry based learning. ZDM - International Journal on Mathematics Education, 45 (7), (pp. 945-957) (13 p.).
Master Theses from previous students in the project:
Nur Rahmah Sangkala (2018). The influence of inquiry based learning on Indonesian students’ attitude towards science.
Lysanne Smit (2016). A better understanding of 21st century skills in mathematics education and a view on these skills in current practice.
Contact: Elwin Savelsbergh
Building on a tradition that began with the LOGO programming environment, nowadays there is a wealth of playful drag and drop programming environments, such as Scratch, Lego Mindstorms NXT. Some of these implement rather advanced programming concepts, such as control loops or recursion. Even young children can learn programming with such tools, and it has been claimed that this would provide an effective preparation for programming with ‘adult’ programming languages, such as Java, C, or Python. However, there is little systematic research to support this claim.
This project in the early grades of secondary education will investigate the effects of prior experience with a drag-and-drop programming language on the subsequent learning of a text based programming language, both in terms of motivation/confidence, and in terms of conceptual transfer. Most likely, the research will be carried out in the context of an after school computer club.
Franklin, D., Conrad, P., Boe, B., Nilsen, K., Hill, C., Len, M. & Waite, R. (2013, March). Assessment of computer science learning in a scratch-based outreach program. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 371-376). ACM.
Meerbaum-Salant, O., Armoni, M., & Ben-Ari, M. (2013). Learning computer science concepts with Scratch. Computer Science Education, 23, 239-264.
Contact: Wouter van Joolingen
In the new knowledge base for grade 7-8 science education the concepts of models and modelling are central. Models play a crucial role in scientific reasoning. Often they are seen as simplifications of reality, but more importantly they play a role as reasoning tool for understanding reality. Therefore constructing models is an important part of science education. For the lower grades (grade 7-9, 12-15 yr old) constructing models cannot involve extensive mathematics and hinges on the use of visual representation. For this reason modelling tools such as SimSketch (see modeldrawing.eu) allow young students to create scientific models based on drawings. In their drawings, students indicate the behaviour of the elements of the drawing. The tool can then simulate this behaviour, turning the drawing into an animation.
In this research project you will design a modelling task related to your school subject, observe students carrying out this task and analyse the interaction, using the framework of “Epistemic Games” (Tuminaro & Redish, 2007). In this way you will trace the developments in scientific reasoning in the interaction with the modelling task.
Tuminaro, J., & Redish, E. (2007). Elements of a cognitive model of physics problem solving: Epistemic games. Physical Review Special Topics-Physics Education Research, 3(2), 020101. doi:10.1103/PhysRevSTPER.3.020101
Bollen, L. & van Joolingen, W. (2013). SimSketch: Multi-Agent Simulations Based on Learner-Created Sketches for Early Science Education. IEEE Transaction on Learning Technologies, 6(3), 208–216. doi:10.1109/TLT.2013.9
Over the past decades, the use of ICT, technology and computer-driven equipment in the workplace has changed the professional practices of engineers. Calculations are performed by computers and therefore mathematics is often hidden (Hoyles, Noss, Kent & Bakker, 2010).
Because of these changes, other skills are necessary. These new skills are named 21st-century skills. Part of these skills are Techno-mathematical Literacies (TmL). They are a combination of mathematical, workplace and ICT knowledge, communicative skills, the ability to interpret abstract data, having a number sense and a sense of error.
Within higher professional education, there is an ongoing discussion on the mathematics curricula, which are mainly theoretical with limited application to practice and use of software. Students have limited motivation for mathematics because of the lack of seeing its relevance. To prepare these future engineers for their workplace tasks, it is imperative that TmL are implemented as learning goals in the mathematics curricula.
This research had yielded an innovative applied mathematics course by the research strategy of Design-Based Research. For the last study of the project, we are going to design and administer pre- and posttests to measure the effectiveness of the new course.
We are looking for a master student in mathematics, chemistry or biology to design, pilot and validate test items. Examples are already available. These test items comprise applied mathematics questions in the field of chemistry and biology. We will need and encourage you to use your creativity!
For further details, please contact Nathalie van der Wal.
Hoyles, C., Noss, R., Kent, P., & Bakker, A. (2010). Improving Mathematics at Work: The Need for Techno-Mathematical Literacies. London: Routledge.
Why do bachelor students from the fields of science, mathematics and technology refrain from choosing a career in teaching? What are their reasons for not wanting to become a teacher? And is it possible to influence their opinion by designing interventions through which students come into contact with inspiring and experimental educational settings?
Teacher shortage in mainly the areas of science, mathematics and technology is a growing global problem. In this research project you will try to answer the questions above in a scientifically sound manner. This will be done by using questionnaires, interviews and other qualitative and quantitative methods.
Fokkens-Bruinsma, M. & Canrinus, E. T. (2012). The Factors Influencing Teaching (FIT)-Choice scale in a Dutch teacher education program. Asia-Pacific Journal of Teacher Education, 40(3), 249-269.
Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258-297.
OECD TALIS Initial Teacher Preparation Study. Country Background Report - The Netherlands (2016). Brouwer, P., Klaeijsen, A., Bijman, D., Admiraal, W., Geerdink, G., Helms-Lorenz, M.
Contact: Wouter van Joolingen (first supervisor), and Yuri Matteman (Naturalis)
In science education, focus is on the construction of scientific practices. The idea of this is that students get in touch with real science, and engage in authentic scientific work. In such a way, students get engaged in the scientific reasoning encounter the creative and constructive aspects of science.
In this project you will design a scientific practice around a topic of study that is found in Naturalis, the centre for biodiversity in Leiden. In collaboration with a researcher you will set up teaching material and use proper ICT tools, such as modeling tools to create tasks that constitute a scientific practice. Topic will be chosen in collaboration with Naturalis and can be the evolution of snails, the spreading of diseases though parasites, or the dynamics of populations.
The scientific practice will involve preparatory work at school as well as a visit by the school to Naturalis, in which the students will collect data. For the students the practice should result in a scientific product, such as a model or a research report. Apart from the design, you will study the learning processes of the students by recording and observing their actions and assessing their final products.
Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177–196. doi:10.1007/s10972-014-9384-1
Dillon, J. (2011). Teaching Science Outside the Classroom. In R. Toplis, How Science Works (pp. 134–147). Abingdon: Routledge.