Maak vast kennis met onze keynote sprekers!
Woensdag 7 juli – 9:30 – 10:30 uur
Sanne Akkerman & Arthur Bakker
Het verborgen relevantieprobleem in onderwijsonderzoek
De onderwijs- en leerwetenschappen zijn sinds hun bestaan met regelmaat bekritiseerd, zowel van buitenaf als van binnenuit. Onderzoek in dit domein zou niet relevant genoeg zijn. Maar wat bepaalt de relevantie van ons werk? De betekenis van relevantie blijft in de meeste discussies impliciet, maar lijkt bij nadere beschouwing vooral te worden opgevat als de productie en consumptie van bruikbare kennis, dus als de maatschappelijke impact van onderzoeksbevindingen. En in het licht van de kritiek dat deze impact te beperkt is gebleven, lijkt valorisatie een doel op zich geworden.
In deze presentatie gaan we in op de problematische retoriek van maatschappelijke impact en valorisatie: die suggereert dat de wetenschap buiten de maatschappij staat en erkent daarmee niet hoe de maatschappij al besloten ligt in wat de wetenschap onderzoekt, noch hoe de wetenschapspraktijk dat al vanuit een positie in de maatschappij doet. Wij verleggen de relevantiediscussie over bruikbare kennis naar de vraag waar die kennis over gaat of zou moeten gaan: wat in de wereld onderzoeken we eigenlijk, waarom en vanuit welk subjectief standpunt in de wereld verantwoorden we dat? Deze verschuiving in de discussie brengt ons bij wat volgens ons het meer fundamentele maar verborgen relevantieprobleem is.
Donderdag 8 juli – 12:30 – 13:30 uur
Emotions in Education: State of the Art, Challenges, and Future Directions
Emotions are ubiquitous in educational settings. Students experience various emotions in these settings, such as enjoyment, curiosity, hope, pride, anger, confusion, anxiety, shame, or boredom.
These academic emotions can profoundly influence students’ learning, achievement, and health. Traditionally, emotions have not received much attention in educational research, except for studies on test anxiety. More recently, however, there has been an affective turn in the field; today emotions are a hot topic in inquiry on education. In this talk, I will use Pekrun’s (2006, 2021) control-value theory (CVT) of emotions as a conceptual framework to integrate the existing evidence and address open problems. In the first part of the talk, I will discuss research answering the following five questions: (1) Which emotions are experienced in academic settings and how can they be measured? (2) How do these emotions impact students’ learning, achievement, and health? How do emotions interact with features of academic tasks and settings to produce these effects? (3) How can we explain the development of students’ emotions, and how do interactions between teachers and students, and among students, influence these emotions? (4) Are academic emotions universal, or do they differ across task domains, genders, and socio-cultural contexts? (5) How can these emotions be regulated and treated, and what are the implications for educational practice? Specifically, how should teachers shape their interaction with students to promote students’ affective growth? In the second part of the talk, I will address open problems, including the need to develop better methods to assess emotions in education; strategies to integrate between-person and within-person methodologies to analyze these emotions; and the need for intervention research targeting students’ emotions, related educational practices, and institutional change.
Vrijdag 9 juli – 13:40 – 14:40 uur
Educational Research at the Crossroads:
Pursuing Inquiry that Matters for Learning and Teaching in Today’s Chaotic World
In keeping with the theme for this year’s Educational Research Days conference, interactions, Prof. dr. Patricia Alexander will discuss the challenges of undertaking meaningful research that is situated at the crossroads where the needs and interests of students, teachers, and society intersect. Those challenges for students include an unceasing deluge of information that carries with it misleading, biased, or erroneous content; the growing struggle to regulate the use of digital technologies and social media that can detract from learning; a declining vision of schools as bastions of learning rather than institutions for test preparation; and unsettling worries about their futures and their social-emotional well-being in a post-pandemic world. For teachers, a primary challenge entails orchestrating learning environments that not only address essential content and skills but also do so in a manner that students perceive as relevant and engaging. Additionally, teachers must pedagogically navigate the demands of whole class instruction while not losing sight of the individual diversity that exists within that collective. Moreover, the needs and interests of students and teachers are invariably colored and shaped by events unfolding in a world outside the classroom, as we witnessed this past year. Thus, the critical question for educational researchers is how to design, conduct, and report studies that speak to such significant and intersecting challenges. To provoke reflection around this critical question, Prof. dr. Alexander will describe several avenues for educational research that appear timely and relevant to learners and teachers now and in the foreseeable future. Promising areas for such research include helping students become critical-analytic thinkers and wise consumers of information; developing interventions that promote the social and emotional well-being of teachers and students; forging programs that target positive and fruitful connections between schools, homes, and communities; articulating research-based guidelines for the smart use of smart technologies in and out of school; designing and implementing seamless assessment practices that match instructional goals and foster learning; identifying effective approaches to dealing with the cognitive, linguistic, social, and cultural diversity that exists within any learning environment; exploring alternative models of teacher preparation that pay heed to the complexity and demands of the profession; and refining and broadening statistical methodologies that allow for the in-depth study of the fundamental interactions among learners, teachers, content, and context—the very theme of this conference.