673 research outputs found
Unraveling the influence of domain knowledge during simulation-based inquiry learning
This study investigated whether the mere knowledge of the meaning of variables can facilitate inquiry learning processes and outcomes. Fifty-seven college freshmen were randomly allocated to one of three inquiry tasks. The concrete task had familiar variables from which hypotheses about their underlying relations could be inferred. The intermediate task used familiar variables that did not invoke underlying relations, whereas the abstract task contained unfamiliar variables that did not allow for inference of hypotheses about relations. Results showed that concrete participants performed more successfully and efficiently than intermediate participants, who in turn were equally successful and efficient as abstract participants. From these findings it was concluded that students learning by inquiry benefit little from knowledge of the meaning of variables per se. Some additional understanding of the way these variables are interrelated seems required to enhance inquiry learning processes and outcomes
Oude waarheid en historische wetenschap. Van kleine kerkgeschiedenis tot cultuurgeschiedenis van de bevindelijk gereformeerden
HET PALET VAN DE MEDISCHāHISTORICUS
Rede uitgesproken door Prof.dr. M.J van Lieburg ter gelegenheid van zijn afscheid als hoogleraar in de Medische Geschiedenis aan de Erasmus Universiteit Rotterdam op vrijdag 24 maart 201
Woord en boek in de geschiedenis van de geneeskunde: een beschouwing over de toegankelijkheid van medische kennis
Eene macht te vormen van beteekenis. Bijdragen tot de geschiedenis van de hervormd-gereformeerden
Cognitive and psychosocial functioning of patients with congenital nephrogenic diabetes insipidus
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