Research team

Expertise

My expertise concerns the value of (philosophical) dialogue and philosophical reflection in the context of formal and informal education, ranging from schools to museums. This entails a focus on: - The role of philosophical dialogue to stimulate students’ inquiry skills and understanding of the nature of science - The role of philosophical and intercultural dialogue to tackle potentially controversial issues in a science class (e.g. genetic manipulation or the theory of evolution) without eliciting polarization among students - The role of philosophical reflection to stimulate students’ sustainability competences such as system and value thinking - The role of philosophical and intercultural dialogue to enhance students’ citizenship competences and avoid polarization in multicultural classes - The role of philosophical dialogue in enhancing historical thinking and reflection about the historic heritage

Tackling secondary school students' misconceptions about science through philosophical dialogue: an empirical study. 01/10/2021 - 30/09/2025

Abstract

How can secondary school students learn to reflect about science? A widening gap between scientific consensus and public opinion on topics such as climate change, vaccine safety or evolution, makes this question ever so relevant. Misconceptions about science contribute to the skepticism towards scientific knowledge and the rise of fake news. Science education can play a key role to turn the tide. The question is which classroom approach is effective. This PhD-project focuses on what the effect may be of allowing students to participate in dialogues about science. Because learning science is more than grasping scientific ideas such as evolution or the molecular structure of a virus. It also entails learning about the building processes of scientific knowledge. This knowledge about science is known as 'Nature of science' (NOS). A dialogue-based approach is poorly implemented or studied in NOS education. In particular, a dialogue technique from the field of humanities seems an interesting instrument to stimulate reflection about NOS in this context: the philosophical dialogue. This teaching method helps students reflect about big questions and clarify the meaning of concepts. The aim of this PhD project is to investigate and evaluate the effect of the implementation of philosophical dialogues on the NOS understanding of third grade secondary school students. First, the current didactic practices with regard to NOS in secondary science education are charted through a document study and teacher interviews. Then, a systematic literature review allows categorizing and analyzing current approaches towards NOS education. These steps will allow formulating the conditions for implementing dialogue-based NOS education in the scienceclass. Lastly, a quasi-experimental intervention study will allow introducing the philosophical dialogues about NOS in secondary school classes. This explorative study will allow measuring the effect of the intervention on the NOS understanding of students. Thus, the study increases our understanding of the impact of dialogue-based NOS-education. This longitudinal study is unique in its combination of two different didactic paradigms in the field of humanities and science didactics. The study allows studying and evaluating a new didactic approach and sharing the findings in the research community. In turn, the study can contribute to empower students in recognizing and debunking fake news about science.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

The Lio-platform as a means to flexible, differentiated and self-regulated learning of in-service teacher-students: strenghtening teacher education! 01/09/2021 - 31/08/2023

Abstract

This project strenghtnens teacher education by developing, implementing and evaluation an online platform that supports the learning, evaluatiing, and knowledg-sharing of in-service teacher-students, and their teacher-educators from the school they work in, and the college or university they study at. The oevrall aim of the project is to support and foster self-regulated learning of in-service teacher-students, as well as to optimize the guidance the in-service teacher-students receive from the school they work is and the university or college they study at.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project