Ard Lazonder (1967) is adjunct professor of education at the Department of Instructional Technology. He studied instructional design at the University of Twente and received his PhD from this university in 1994. His thesis addressed issues in the design of software training and explored ways to support users in learning from their own mistakes. After being employed as educational consultant, Ard joined the Department of Education at Wageningen University where he participated in several research projects on vocational education. In January 2000 he returned to the University of Twente to become permanent staff member of the Department of Instructional Technology.
- Netherlands Eductional Research Association (VOR)
- Inter-university Centre for Educational Research (ICO)
- American Educational Research Association (AERA)
- European Association for Research on Learning and Instruction (EARLI)
My current research revolves around scientific reasoning in elementary school children. One line of investigation aims to capture the developmental trajectory of scientific reasoning processes (e.g., making predictions, designing experiments, and drawing inferences) through longitudinal and cross-sectional studies. A related line of research focuses on the effectiveness of different types of guidance in order to optimize inquiry-based teaching and learning. We have recently started to explore whether and how this guidance can be made adaptive to the learners’ cognitive characteristics, learning activities, and task progress. ICT could play a prominent role here as it allows for a careful monitoring of the learner’s behavior, and a just-in-time delivery of supportive information, for instance through prompts in the online learning environment.
I am involved in the following courses:
- Research studio (201300069)
- Psychology in learning and instruction (201400121)
- Learning and instruction (192914040)
- Adaptivity in learning and instruction (201600164)
Information on these courses can be obtained by entering the course code in the OSIRIS system.
- Lazonder, A.W., Wilhelm, P., & Van Lieburg, E. (2009). Unraveling the influence of domain knowledge during simulation-based inquiry learning. Instructional Science, 37, 437-451.
- 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. (2011). Comparing two types of model progression in an inquiry learning environment with modelling facilities. Learning and Instruction, 21, 614-624.
- Lazonder, A. W., & Kamp, E. (2012). All at once or bit by bit? Splitting up the inquiry task to promote children’s scientific reasoning. Learning and Instruction, 22, 458-464.
- Mulder, Y. G., Lazonder, A. W., De Jong, T., Anjewierden, A., & Bollen, L. (2012).Validating and optimizing the effects of model progression in simulation-based inquiry learning. Journal of Science Education and Technology, 21, 722-729.
- Mulder, Y. G., Lazonder, A. W., De Jong, T. (2014). Using heuristic worked examples to promote inquiry-based learning. Learning and Instruction, 29, 56-64.
- Janssen, N., & Lazonder, A. W. (2015). Implementing innovative technologies through lesson plans: What kind of support do teachers prefer?. Journal of Science Education and Technology, 24, 910-920.
- Mulder, Y. G., De Jong, T., Bollen, L., & Lazonder, A. W. (2016). Scaffolding model-based learning: The effects of partially worked out models. Journal of Research in Science Teaching, 53, 502-523.
- Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86, 681-718. (The final, definitive version is available at http://rer.aera.net)
Click here for a complete overview of my publications.