Reflection and teaching: a taxonomy (2009)
A major problem in teaching reflection is that educational objectives for reflection in terms of student behaviour are lacking. Therefore a taxonomy of reflection has been developed based on...
Metacognition and transfer within a course or instructional design rules and metacognition (2006)
A metacognitive strategy for doing research, included transfer, was taught in a course of nine afternoons. The success of this course raised some questions. How do the students learn? How does...
De metacognitieve vaardigheid 'redeneren' (2004)
Redeneren is een vaardigheid die cognitieve en metacognitieve aspecten omvat. Om het metacognitieve gedeelte te kunnen bestuderen dienen ze gescheiden te kunnen worden. Inzicht hierin is van belang...
The introduction of active learning in engineering education is often started by enthusiastic teachers or change agents. They usually encounter resistance from stakeholders such as colleagues,...
An active learning organisation: teaching projects in electrical engineering education (2004)
The introduction of active learning in engineering education is often started by enthusiastic teachers or change agents. They usually encounter resistance from stakeholders such as colleagues,...
Developing metacognition: a basis for active learning (2004)
The reasons to introduce formats of Active Learning in Engineering (ALE) like project work, problem based learning, use of cases, etc., are mostly based on practical experience and sometimes from...
Competence-based EE-learning: (how) can we implement it? (2003)
Mouthaan, Ton J., Olthuis, Wouter, Vos, Henk
There is an enhanced focus the last few years on defining competence-based curricula rather than knowledge based curricula for engineering programs. This drive stems from competence based Human...
Cognitie en metacognitie in onderwijs (2003)
Het belangrijkste dat ik geleerd heb tijdens mijn promotie was goed luisteren. Sanne was breedsprakig als hij meende iets te moeten uitleggen. Als commentaar op concepten van hoofdstukken zei hij...
Structure of, access to, and uncertainty in reasoning and their dependence on content (2003)
It is known that content has an effect on reasoning. In this paper the influence of the content on the structure of reasoning, the access to it, and the ability to handle uncertainty was studied. The...
Kennis over het uitbreiden van kennis: Metacognitieve elementen in het onderwijs (2002)
Nieuwe kennis toevoegen aan bestaande kennis (cognitie) vereist vaardigheden die op een hoger niveau liggen dan de bestaande kennis (metacognitie). In practica komt nieuwe kennis veelal via onderzoek...
Een instructiemodel voor metacognitie in het hoger onderwijs (2002)
Nieuwe kennis toevoegen aan bestaande kennis (cognitie) vereist vaardigheden die op een hoger niveau liggen dan de bestaande kennis (metacognitie). In practica komt nieuwe kennis veelal via onderzoek...
How to get staff involved in educational change?: a model of professional behavior might help (2002)
Vos, Henk, Mouthaan, Ton, Gommer, Lisa
The development of engineering competencies, especially learning to learn, must be guided in a special matrix course in which reflection by the students on their work plays a major role. The students...
How to assess for improvement of learning? (2000)
This review summarises and builds on a seminar about assessment of student learning in higher education. Assessment can be looked upon as simply something that has to be done at the end of a course....
In dit artikel worden een aantal karakteristieken beschreven van reflectie, welke van belang zijn bij de ontwikkeling van competentie. Reflectie wordt hier opgevat als een bewuste, doelgerichte...