Prof. dr. A.J.M. (Ton) de Jong

Contact information:

Ton de Jong

Room:

Phone:

Email:

B335 (Cubicus)

0031 53 489 3613

a.j.m.dejong@utwente.nl

Short bio

Ton de Jong studied cognitive psychology at the University of Amsterdam and received a PhD in technological science from the Eindhoven University of Technology on the topic ‘problem solving and knowledge representation in physics for novice students’.

Currently he is full professor of Educational Psychology at the University of Twente, Faculty of Behavioral Sciences where he acts as department head of the department Instructional Technology. In 2001/2002 he has also been (part-time) full professor at the Institute for Knowledge Media at the University of Tübingen (Germany). He has also worked for the Eindhoven University of Technology, Delft University of Technology, and the University of Amsterdam.

He is currently coordinator of the 7^th framework project SCY.

He is (co-)author of over 100 journal papers and book chapters and was the editor of three books. He is associate editor for Instructional Science, on the International Editorial Board for the Journal of Computer Assisted Learning, on the Editorial board of Contemporary Educational Psychology, on the Editorial Board of the International Journal of Artificial Intelligence in Education, the Editorial Board of the Editorial Board of the International Journal of Science Education, and the Editorial Board of Educational Technology Research & Development (ETR&D). He has been on the Editorial Board of the Encyclopaedia of Social Measurement, Academic Press and on the Editorial boards of the International Journal of Educational Research, the Journal of Research in Science Teaching and Educational Research Review.

Memberships

·	Netherlands Educational Research Association (VOR)

·	Inter-university Centre for Educational Research (ICO)

·	The EU Network of Excellence Kaleidoscope

·	American Educational Research Association (AERA)

·	National Association for Research in Science Teaching (NARST)

·	European Association for Research on Learning and Instruction (EARLI)

·	The International Society of the Learning Sciences (ISLS)

Research interests

Problem solving in science, inquiry (computer-simulation based) learning environments, learners’ cognitive processes, instructional design, and man-machine interfaces.

Teaching

·	Introduction to Psychology (194206)

·	Cognitive Science (194210)

·	Research within Learning Sciences (291406)

Selected recent publications

·	de Jong, T. (2010). Cognitive load theory, educational research, and instructional design; some food for thought. Instructional Science, 38, 105-134.

·	Lazonder, A.W., Hagemans, M.G., & de Jong, T. (2010). Offering and discovering domain information in simulation-based inquiry learning. Learning and Instruction, 20, 511-520.

·	Mulder, Y.G., Lazonder, A.W., de Jong, T. (2010). Finding out how they find it out: An empirical analysis of inquiry learners' need for support. International Journal of Science Education, 32, 2033-2053.

·	de Jong, T., van Joolingen, W.R., Giemza, et al. (2010). Learning by creating and exchanging objects: the SCY experience. British Journal of Educational Technology, 41, 909-921.

·	Savelsbergh, E., de Jong, T., & Ferguson-Hessler, M.G.M. (2011). Choosing the right solution approach: the crucial role of situational knowledge in Electricity and Magnetism. Physical Review Special Topics - Physics Education Research, 7, 010103.

·	Kolloffel, B., de Jong, T., & Eysink, T.H.S. (2011). Comparing the effects of representational tools in collaborative and individual inquiry learning. International Journal of Computer-Supported Collaborative Learning, 6, 223-251.

·	Mulder, Y.G., Lazonder, A.W., de Jong, T. (2011). Comparing two types of model progression in an inquiry learning environment with modelling facilities. Learning & Instruction, 21, 614-624.

·	van der Meij, J. & de Jong, T. (2011). The effects of directive self-explanation prompts to support active processing of multiple representations in a simulation-based learning environment. Journal of Computer Assisted Learning, 27, 411-423.

·	Eysink, T.H.S. & de Jong, T. (in press). Does instructional approach matter? How elaboration plays a crucial role in multimedia learning. The Journal of the Learning Sciences.

Personal website

http://users.edte.utwente.nl/jong/