Designing instruction for complex skills. The case of research skills in upper secondary behavioral sciences education. KU Leuven
Evolutions in the 21st century have increased the need for students’ acquisition of complex skills, such as problem solving, (scientific) reasoning, decision making, creativity, innovation, and critical thinking (van Merriënboer & Kirschner, 2018). Hence, as reflected in several policy (OECD, 2019) and curriculum (Departement Onderwijs en Vorming, 2019) documents, the development of complex skills has become a central challenge for ...
Critical reflection in the social and behavioural sciences : a rhetorical approach. Ghent University
There is an increasing recognition of the importance of critical reflection within the social and behavioural sciences because of the complex and heterogeneous nature of these disciplines. This research project aims to introduce new rhetoric- and specifically key concepts from the work of Kenneth Burke- as a theoretical and methodological framework for research about educating reflective scientist practitioners
Interdisciplinarity, causation and explanatory pluralism in the biomedical sciences Ghent University
Explanations of diseases can result from a biological, pshycological or social science approach. This project examines how these approaches relate to each other in the biomedical sciences. Should they be integrated? Are they, on the other hand, incompatible? Etc. We will address these questions by comparing the causal concepts, methdology and forms of explanation applied in these different approaches.
Causality and mechanisms in the biomedical sciences Vrije Universiteit Brussel
This project investigates whether the human sciences can establish objective knowledge. In order to achieve this goal,the theories on objectifying rules of Rudolf Carnap and Ernst cassirer will be further developed specifically for the human sciences. Then the theories will be tested against specific cases in linguistics, historiography and anthropology.
Holland’s got talent for learning Chinese? A case study on study success at and dropout from OTC-Chinese at Zuyd University of Applied Sciences KU Leuven
This study is mainly focused on ‘dropout’, defined as a student ceasing OTC study as the consequence of not obtaining 28 European Credit Transfer System (ECTS) credits for Chinese within one academic year. Each year, the dropout rate of full-time first-year students in the Dutch vocational higher education system is approximately 30%. The annual dropout rate of Chinese language students in the Oriental Languages and ...