Students Conceptions of Constructivist Learning. Sofie Loyens

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3 Students Conceptions of Constructivist Learning Sofie Loyens

4 ISBN Copyright 2007 S.M.M. Loyens All rights reserved. No part of this thesis may be reproduced or transmitted in any form, by any means, electronic or mechanical, without the prior written permission of the author, or where appropriate, of the publisher of the articles. Cover design and layout by Optima Grafische Communicatie, Rotterdam Printed by Optima Grafische Communicatie, Rotterdam

5 Students Conceptions of Constructivist Learning Concepties van studenten van constructivistisch leren PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Erasmus Universiteit Rotterdam op gezag van de rector magnificus Prof.dr. S.W.J. Lamberts en volgens besluit van het College voor Promoties. De openbare verdediging zal plaatsvinden op vrijdag 23 maart 2007 om uur door Sofie Mariëtte Martine Loyens geboren te Bilzen, België

6 PROMOTIECOMMISSIE Promotor: Prof.dr. H.G. Schmidt Overige leden: Prof.dr. F. Paas Prof.dr. P.A. Alexander Dr. S.E. Severiens

7 Voor mijn ouders, van wie ik de meeste wijze lessen geleerd heb

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10 Curriculum Vitae 165 CURRICULUM VITAE Sofie Loyens was born on May 20, 1978 in Bilzen, Belgium. She completed her secondary education in 1996 at the Heilig Graf Instituut in Bilzen. In June 2001, she received her Master s degree in clinical psychology at Maastricht University. After her graduation, she worked as a psychological assistant at the out-patient clinic for eating disorders and later as a psychosocial therapist at the general psychiatry unit of the Maastricht University Hospital (azm). From November 2001 till February 2004, she became a co-worker of the ZAP-project ( Zeer Actieve Psychologie ) at the Department of Psychology of Erasmus University Rotterdam. She was involved in the development of short, interactive, ICT-based programs (called ZAPs), which give students a firm understanding of fundamental concepts by allowing them to experience psychological phenomena firsthand. From June 2002 on, she combined the activities of the ZAP-project with a position as a researcher at the Department of Psychology. Her research concerned students conceptions of constructivist learning and resulted in the present dissertation. She has also been coordinating the first-year course on educational psychology and from January 2007, she has been coordinating the internships at the Department of Psychology of Erasmus University Rotterdam.

11 PUBLICATIONS AS FIRST AUTHOR Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (in press-a). Students conceptions of distinct constructivist assumptions. European Journal of Psychology of Education. Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G (in press-b). The impact of students conceptions of constructivist assumptions on academic achievement and dropout. Studies in Higher Education. Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2006). Students conceptions of constructivist learning: A comparison between a traditional and a problem-based learning curriculum. Advances in Health Sciences Education, 11, Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2005). Studenten en constructivisme: gaat dat wel samen? Opleiding & Ontwikkeling, 6, Publications 166 PUBLICATIONS AS CO-AUTHOR Schmidt, H. G., Loyens, S. M. M., Van Gog, T., & Paas, F. (in press). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist. Te Winkel, W. W. R., Rikers R. M. J. P., Loyens S. M. M., & Schmidt H. G. (2006). Influence of learning resources on study time and achievement scores in a problem-based curriculum. Advances in Health Sciences Education, 11, Rikers, R. M. J. P., Loyens, S. M. M., Te Winkel, W. W. R., Schmidt, H. G., & Sins, P. H. M. (2005). The role of biomedical knowledge in clinical reasoning: A lexical decision study. Academic Medicine, 80, Hulshof, C. D., Eysink, T. H. S., Loyens, S. M. M., & de Jong, T. (2005). ZAP: Using interactive programs for learning psychology. Interactive Learning Environments, 13(1-2), Rikers, R. M. J. P., Loyens, S. M. M., & Schmidt, H. G. (2004). The role of encapsulated knowledge in clinical case representations of medical students and family doctors. Medical Education, 38,

12 Publications 167 Eysink, T. H. S., Hulshof, C. D., Loyens, S. M. M., de Jong, T., Pieters, J. M., Te Winkel, W. W. R. (2003). Psychologie interactief ervaren en ontdekken: het ZAP-project. Onderzoek van Onderwijs, 32(4), Rikers, R. M. J. P., Te Winkel, W. W. R., Loyens, S. M. M., & Schmidt, H. G. (2003). Clinical case processing by medical experts and subexperts. Journal of Psychology: Interdisciplinary and Applied, 137, Rikers, R. M. J. P., & Loyens, S. M. M. (2002). Oefenen, oefenen en nog eens oefenen. Opleiding & Ontwikkeling, 12, PRESENTATIONS Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2006, April). Students conceptions of constructivist assumptions: What is their relationship with academic achievement? Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2006, April). Students conceptions of constructivist learning: A comparison between a traditional and a problem-based learning curriculum. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2005, August). The impact of students conceptions of constructivist assumptions on academic achievement and dropout. Paper presented at the Biennial Conference of the European Association for Research in Learning and Instruction, Nicosia, Cyprus. Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2005, August). Students conceptions of constructivist learning: A comparison between a traditional and a problem-based learning curriculum. Paper presented at the Biennial Conference of the European Association for Research in Learning and Instruction, Nicosia, Cyprus. Schmidt, H. G., Loyens, S. M. M., & Rikers, R. M. J. P. (2005, April). Generality of a causal model of problem-based learning: Further evidence. Paper presented at the Annual Meeting of the American Educational Research Association, Montréal, Quebec.

13 Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H.G. (2005, January). Students conceptions of constructivist assumptions. Paper presented at the Hawaii International Conference on Education, Honolulu, HI. Eysink, T. H. S., Hulshof, C. D., Loyens, S. M. M. (2003, August). Experiental learning in psychology: The ZAP project. Paper presented at the Biennial Conference of the European Association for Research on Learning and Instruction, Padova, Italy. Loyens, S. M. M., & Te Winkel, W. W. R. (2003, May). Implementatie van ICT in onderwijs: ZAP - een evaluatie. Poster gepresenteerd op de Onderwijs en Research Dagen, Kerkrade, Nederland. Loyens, S. M. M., Te Winkel, W. W. R., Eysink, T. H. S., Hulshof, C. D., Schmidt, H. G., & de Jong, T. (2003, April). Application of ICT in problem-based learning: ZAP an evaluation. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. Presentations Loyens, S. M. M., Rikers, R. M. J. P., & Sins, P. H. M. (2002, April). The generation of clinical knowledge in medical expertise. Poster presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. 168

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