(Zeer Actieve Psychologie) ZAP-project (Zeer Actieve Psychologie) Wilco te Winkel Eveline Osseweijer Sofie Loyens

Algemeen SURF Educatie <F> project samenwerking tussen Universiteit Twente Erasmus Universiteit Rotterdam Looptijd: begin 2002 – begin 2004 Begroting: f. 2.032.000

ZAP-project in het kort Centraal: ontwikkelen van interactief leermateriaal voor ontdekkend en ervarend leren Kern: simulatie van een experiment of fenomeen Bijdrage: een serie (40) korte, interactieve en ICT-gebaseerde programma's (ZAPs) t.b.v. zelfstandig ontdekkend leren Vakgebied: psychologie This study is done in the context of Problem Based study. In problem Based learning, an important part of the learning process takes place in a small group of students. During these tutorial groups, students discuss problems and try to explain the phenomena described in a problem. In the Maastricht curriculum, the tutorial groups meet twice a week and are guided by a tutor. While analyzing the problem, the tutorial group uses a systematic procedure that consists of seven steps (the Seven Jump). First, students try to clarify terms and concepts that are not understood by everyone. They then define the problem, or the elements of the proble they think need to be explained further. The students then engage in a brainstorm and use their prior knowledge in an attempt to solve the problem. The various explanations of the problem are summarized into a coherent model. And in the course of exploring a problem, students run into questions they might not have been able to answer. They may choose to deal with the question as a “learning issue” as a topic requiring further study outside the tutorial meeting. Learning issues have been shown to be critical determinants of student self-directed learning. The students then go out for their individual study. And during the second meeting, students inform each other about their findings and try to resolve all learning issues.

Project-produkten This study is done in the context of Problem Based study. In problem Based learning, an important part of the learning process takes place in a small group of students. During these tutorial groups, students discuss problems and try to explain the phenomena described in a problem. In the Maastricht curriculum, the tutorial groups meet twice a week and are guided by a tutor. While analyzing the problem, the tutorial group uses a systematic procedure that consists of seven steps (the Seven Jump). First, students try to clarify terms and concepts that are not understood by everyone. They then define the problem, or the elements of the proble they think need to be explained further. The students then engage in a brainstorm and use their prior knowledge in an attempt to solve the problem. The various explanations of the problem are summarized into a coherent model. And in the course of exploring a problem, students run into questions they might not have been able to answer. They may choose to deal with the question as a “learning issue” as a topic requiring further study outside the tutorial meeting. Learning issues have been shown to be critical determinants of student self-directed learning. The students then go out for their individual study. And during the second meeting, students inform each other about their findings and try to resolve all learning issues.

ZAP-kenmerken kort (15-25 minuten) interactief web gebaseerd gericht op ervaren en ontdekken voorzien van inleiding, experimenteerhints en aanwijzingen voor data-interpretatie This study is done in the context of Problem Based study. In problem Based learning, an important part of the learning process takes place in a small group of students. During these tutorial groups, students discuss problems and try to explain the phenomena described in a problem. In the Maastricht curriculum, the tutorial groups meet twice a week and are guided by a tutor. While analyzing the problem, the tutorial group uses a systematic procedure that consists of seven steps (the Seven Jump). First, students try to clarify terms and concepts that are not understood by everyone. They then define the problem, or the elements of the proble they think need to be explained further. The students then engage in a brainstorm and use their prior knowledge in an attempt to solve the problem. The various explanations of the problem are summarized into a coherent model. And in the course of exploring a problem, students run into questions they might not have been able to answer. They may choose to deal with the question as a “learning issue” as a topic requiring further study outside the tutorial meeting. Learning issues have been shown to be critical determinants of student self-directed learning. The students then go out for their individual study. And during the second meeting, students inform each other about their findings and try to resolve all learning issues. verschillende onderwijstypen en -momenten (frontaal onderwijs, PGO, colleges, practica)

Unieke karakter van ZAPs ZAPs verschillen van andere programma’s in: belang gehecht aan ontdekkend leren gestructureerde ondersteuning voor studenten bij ontdekkend leren aanpasbaarheid van ZAPs door docent aanwijzingen voor inpassing in curriculum eenduidige interface voor het uitleveren van een heel palet aan verschillende experimenten / fenomenen This study is done in the context of Problem Based study. In problem Based learning, an important part of the learning process takes place in a small group of students. During these tutorial groups, students discuss problems and try to explain the phenomena described in a problem. In the Maastricht curriculum, the tutorial groups meet twice a week and are guided by a tutor. While analyzing the problem, the tutorial group uses a systematic procedure that consists of seven steps (the Seven Jump). First, students try to clarify terms and concepts that are not understood by everyone. They then define the problem, or the elements of the proble they think need to be explained further. The students then engage in a brainstorm and use their prior knowledge in an attempt to solve the problem. The various explanations of the problem are summarized into a coherent model. And in the course of exploring a problem, students run into questions they might not have been able to answer. They may choose to deal with the question as a “learning issue” as a topic requiring further study outside the tutorial meeting. Learning issues have been shown to be critical determinants of student self-directed learning. The students then go out for their individual study. And during the second meeting, students inform each other about their findings and try to resolve all learning issues.

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