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

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

3. 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.

4. 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.

5. 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)

6. 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.

7. Voorbeeld