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| Diederen, Julia | 1 |
| Gruppen, Harry | 1 |
| Hartog, Rob | 1 |
| Schlange, Lisa | 1 |
| Voragen, Alphons G. J. | 1 |
| van Merrienboer, Jeroen J. G. | 1 |
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| Journal Articles | 3 |
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| Reports - Descriptive | 1 |
| Reports - Research | 1 |
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| Netherlands | 3 |
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Peer reviewedvan Merrienboer, Jeroen J. G. – Computers in Human Behavior, 1994
Provides an overview of this issue that reviews Dutch research concerning knowledge-based instructional systems. Topics discussed include experimental research, conceptual models, design considerations, and guidelines; the design of student diagnostic modules, instructional modules, and interface modules; second-language teaching; intelligent…
Descriptors: Computer Assisted Instruction, Design Requirements, Educational Research, Expert Systems
Peer reviewedSchlange, Lisa – Teaching and Change, 1995
"The Systemic Initiative for Montana Mathematics and Science," based on a successful Dutch nontraditional curriculum, was used by a mathematics teacher to help ninth graders apply previously learned skills. Creative learning modules provided hands-on experience and helped students carry concrete knowledge to more abstract levels,…
Descriptors: Creative Teaching, Experiential Learning, Foreign Countries, Grade 9
Direct linkDiederen, Julia; Gruppen, Harry; Hartog, Rob; Voragen, Alphons G. J. – Journal of Science Education and Technology, 2005
One of the modules in the course Food Chemistry at Wageningen University (Wageningen, The Netherlands) focuses on quantitative problem-solving skills related to chemical reactions. The intended learning outcomes of this module are firstly, to be able to translate practical food chemistry related problems into mathematical equations and to solve…
Descriptors: Material Development, Instructional Materials, Problem Solving, Food
