Description

Wouter van Joolingen is a professor of science and mathematics education at the Freudenthal Institute, Utrecht University. His work focuses on teaching and learning science, including the development of scientific literacy and scientific thinking. Examples are modeling, systems’ thinking and mechanistic reasoning. Prominent in his work is the application of digital technology in support of inquiry-based learning and modeling. These applications include computer simulations, modeling tools, as well as augmented and virtual reality. Central is the alignment of human and computer-based instruction with the envisaged learning process. Recent projects include the application of Lesson Study as a means to engage teachers in the design process of science education. In such settings, teams of teachers design lessons together with researchers based on theoretical and practical insight. When teaching the lesson, the focus is on student learning. This approach both leads to deep insights into student learning and improves inclusion as students’ individual needs surface in the observations. Wouter has applied Lesson Study in multiple studies, including those into systems thinking, model-based reasoning and sustainability education. In Wouter’s view, teachers are always also researchers of their teaching.

Abstract: In this talk, I will address three topics, computational thinking, modeling, and lesson study. Computational thinking entails the ability to approach complex problems in a way that involves computational methods. Modeling is a core activity of science as models are scientists’ main tools for formulating theories and generating predictions. Lesson Study is an approach in which teachers research their own teaching by designing and observing research lessons. I will present ideas and practices on how these ideas can come together in new developments in science education.