Published Articles Project 2 - Van Velzen, J. H. (2023). What is the actual world as the study object of scientific research? RRREaT-Cognitive Phenomena in Education, 1: 02. - Van Velzen, J. H. (2023). The Multi-Cube: The relativity of the observer of person in situation. RRREaT-PT, Editorial 2023(1), 1-23. - Van Velzen, J. H. (2022). What is knowledge as an actual-world phenomenon? RRREaT-Cognitive Phenomena in Education, 1: 01. - Van Velzen, J. H. (2022). Theorizing about situations across time: The dynamics of the actual world. RRREaT-PT, Editorial 2022(1), 1-14. - Van Velzen, J. H. (2021). Towards a working definition of experiences across time. RRREaT-PT, Editorial 2021(1), 1-9. Published Articles Project 1 - Van Velzen, J.H. (2021). Conceptualizing integrated metacognitive knowledge regarding eleventh-grade high school students’ learning. (see front page for link). - Van Velzen, J. H. (2021). Students’ mathematical learning behaviour in teaching-for- understanding classes: Senior high school and first-year university students’ views. The Educational Forum, 85(2), 161-174. - Van Velzen, J. H. (2019). (Quasi-) experimental research on teaching and the issue of assigning teachers: Towards a qualitatively driven mixed methods (quasi-) experimental design. Research in the Schools, 26(1), 28-37. - Van Velzen, J. H. (2018). Students’ general knowledge of the learning process: A mixed methods study illustrating integrated data collection and data consolidation. Journal of Mixed Methods Research, 12(2), 182-203. - Van Velzen, J. H. (2017). Measuring senior high-school students’ self-induced self- reflective thinking. The Journal of Educational Research, 101(5), 494-502. - Van Velzen J. H. (2017). Complex problem solving in L1 education: Knowledge of the language problem-solving process. The Journal of Educational Research, 101(6), 634-641. - Van Velzen, J. H. (2016). Evaluating the suitability of mathematical thinking problems for senior high-school students by including mathematical sense making and global planning. The Curriculum Journal, 27(3), 313-329. - Van Velzen, J. H. (2015). Eleventh-grade high-school students’ account of mathematical metacognitive knowledge: Explicitness and systematicity. International Journal of Science and Mathematics Education, 14(2), 319-333. - Van Velzen, J. H. (2015). Are students’ intentionally using self-reflection to improve how they learn?: Conceptualising self-induced self-reflective thinking. Reflective Practice, 16(4), 522-533. - Van Velzen, J. H. (2013). Educational researchers and practicality. American Educational Research Journal, 50(4), 789-811. - Van Velzen, J. H. (2013). Assessing high-school students’ ability to direct their learning. Assessment in Education: Principles, Policy & Practice, 20(2), 170-186. - Van Velzen, J. H. (2013). Students’ explanations of their knowledge of the learning processes. Educational Studies, 39(1),83-95. - Van Velzen, J. H. (2012). Teaching metacognitive knowledge and developing expertise. Teachers and Teaching: Theory and Practice,18(3), 365-380. - Van Velzen, J. H. (2012). Studying teachers’ interests and the questions they pose about their educational practice. Journal of Education for Teaching, 38(2), 163-179. Books - Joke van Velzen (2020). Scientific Reasoning in the face of struggling to further research: A critical search through particle physics, cell biology, and metacognition. Sigmetack Publishing. - Joke van Velzen (2017). Metacognitive knowledge: Development, application, and improvement. IAP. - Joke van Velzen (2016). Metacognitive learning: Advancing learning by developing general knowledge of the learning process. Springer. Joke van Velzen (2012). Beter leren denken [Improving thinking]. Garant. Joke van Velzen (2010). Onderwijsonderzoek [Educational research]. Garant. Joke van Velzen (2008). Kennis & Denken & Leren [Knowledge & Thinking & Learning]. Garant. Joke van Velzen (2002). Instruction and self-regulated learning: Promoting students’ (self-) reflective thinking [Ph.D. thesis]. Leiden University Press.
Reflective Practice 2015, Vol. 16(4), 522-533 DOI:10.1080/14623943.2015.1064378 Are students intentionally using self-reflection to improve how they learn? Conceptualizing self-induced self-reflective thinking Joke H. van Velzen, Research Institute of Child Development and Education, University of Amsterdam Abstract Difficulties in identifying the quality of students’ self-reflective practice can come forth from students who know about self-reflection because they have been informed about it but who do not intentionally use it to improve how they learn. The aim of this study was to explore and describe the construct of self-induced self-reflective thinking. Forty-one 11th-grade high-school students filled in open-ended questions regarding self-reflecting thinking. Qualitative analyses indicated that the construct was characterised as including an understanding that goes beyond a learned reaction in terms of providing a description of the process of self-reflective thinking. Consequences for reflective practice are discussed.
The Curriculum Journal 2016, Vol. 27(3), 313-329 DOI:10.1080/09585176.2016.1174140 Evaluating the suitability of mathematical thinking problems for senior high-school students by including mathematical sense making and global planning Joke H. van Velzen, University of Amsterdam ABSTRACT The mathematics curriculum often provides for relatively few mathematical thinking problems or non-routine problems that focus on a deepening of understanding mathematical concepts and the problem-solving process. To develop such problems, methods are required to evaluate their suitability. The purpose of this preliminary study was to find such an evaluation method by including mathematical sense making and global planning. Eighteen 11th-grade high-school students, divided into three groups of three pairs, solved six mathematical thinking problems that included the finding of a numeric solution and the writing of mathematical texts and arguments. Content analysis of the students’ solution procedures provided for three kinds of hierarchically ordered mathematical sense-making categories. The results showed the expected statistically significant difference between the kinds of problems, though only mathematical sense making enabled the exclusion of the routine problem. The implications for practice are discussed.
First published online August 1, 2013 Educational Researchers and Practicality Joke H. van Velzen, Research Institute of Child Development and Education Volume 50, Issue 4 DOI:0002831212468787 Abstract In this article, an attempt to identify further directions in research designs that researchers can use to contribute to the relevance of educational research findings, by including teachers’ practicality issues, is presented. Sixty experienced teachers in secondary education read the reporting of modified experimental research findings about an unfamiliar teaching method for promoting students’ conceptual understanding via historical information and filled in open-ended questions that included general opinion, professional judgment, and research interpretation to capture their practicality issues. The teachers’ answers were analyzed to deduce a hierarchy of themes. The results suggest that the teachers’ practicality issues, which included mainly (a) students’ long-term achievement results, (b) the utility of the teaching method, (c) student experiences, and (d) comparison with other teaching methods, can point to a research program that includes teachers’ practicality issues.