Season School

Jaén (Spain) 5th-8th November 2013

DesiGN-BASED RESEARCH

 

Keynotes & Speakers

  1. •Keynote 1: Introduction to the theme: What does it mean to take a design research/DBR perspective? Keynote speakers: Nienke Nieveen (SLO, The Netherlands) & Birgit Pepin (HiST, Norway)

  2. •Keynote 2: Input from curriculum policy perspective. Keynote speaker: Jan van den Akker (SLO, The Netherlands) Referent: Javier García García (University of Jaén, The Netherlands) 

  3. •Keynote 3: Input from mathematics curriculum perspective. Keynote speaker: Koeno Gravemeijer (Eindhoven University of Technology, The Netherlands) Referent: Birgit Pepin (HiST, Norway)

  4. •Keynote 4: Input from (mathematics) curriculum practice perspective Keynote speakers: Juan D. Godino (University of Granada) & Javier García García (University of Jaen, Spain) Referent: Birgit Pepin (HiST, Norway)

  5. •Keynote 5: Input from science curriculum perspective. Keynote speaker: Marta Romero Ariza (University of Jaen, Spain). Referent: Jan van den Akker (SLO, The Netherlands)


Keynote presentations (45 minutes each) + Referent (15 minutes)


Whilst Keynote 1 will introduce participants to design research/DBR from the research perspective, Keynotes 2 to 5 speakers will introduce and illustrate an additional layer/perspective to the discussion (policy-, practice- and subject curriculum-related) and will coin a subset of statements and questions. After each keynote, a referent will react on the keynote and will raise some additional issues. Then, the statements and questions raised by the keynote speaker and referent will be discussed in small working groups and results will be collected. In this way participants will work towards a list of recommendations for increasing the relevance of curriculum research in general and, more specifically, concerning their individual research activities.

Dr. Marta R. Ariza is a lecturer at the University of Jaén (Spain) who has been involved in several European projects aimed at improving Science and Mathematics learning across Europe. She is especially interested in the promotion of situated and meaningful learning through interdisciplinary contexts and in the potential of DBR-oriented resources for enhancing science learning.

Marta Romero Ariza

University of Jaén

Keynote bios

"Birgit Pepin is professor of mathematics education at the Soer-Troendelag

University College in Trondheim, Norway. Her research include comparative studies of mathematics curriculum resources (e.g. textbooks) and their use by teachers, in particular in England, France, Germany and Norway. Her works on mathematics resources/textbooks and teachers' practices has been widely published, recently in a Special Issue (ZDM) and a book on the design, development and teachers' interactions with mathematics curriculum resources - re-conceptualising them as 'livingresources'.

Jan van den Akker

SLO, The Netherlands

Birgit Pepin

HiST, Norway

Nienke Nieveen

SLO, The Netherlands

Nienke Nieveen is senior researcher at SLO [Netherlands Institute for Curriculum Development]. Her work centers on coordinating the Institute's evaluation activities and the thematic strand 'Curriculum and teachers'. She has been engaged in projects related to school-based curriculum development and professional development of teachers in the field of curriculum development. She published many journal articles. Moreover, the following co-edited books represent her orientations: Design approaches and tools in education and training (1999), Educational design research (2006), Introduction to educational design research (2009) and Schools as curriculum agencies: Asian and European perspectives on school-based curriculum development (2010) areas. Recently (2013), she co-edited the book Educational design research: Illustrative cases. This e-book contains a collection of 51 examples of successful educational design research projects written by researchers from more than 20 countries. The chapters of this ‘supra book’ (users can make their own book by selecting and printing cases that suit their intended use) are available as free downloads from here (click)

Jan van den Akker is Director General of SLO (Netherlands Institute for Curriculum Development).

Besides he is (part-time) professor at the University of Twente, Department of Curriculum Design & Educational Innovation.

He has a broad international orientation, including supervision and consultancy for many R&D projects in various continents, especially sub-Saharan Africa, and Asia. He is past president and currently member of the board of CIDREE (Consortium of Institutions for Research and Development in Education in Europe).

Main areas of expertise: curriculum policy making; curriculum development in interaction with teacher learning and school development; methodology of design research in education.

Information from: http://sp.risechina.org/List_367.html

Dr. Fco. Javier García started his career as a part-time lecturer and researcher at the University of Jaén in 1997, and in 1998, began working as a mathematics teacher in a secondary school. After his doctoral dissertation in 2005, he became a full-time researcher and lecturer in the field of mathematics education in 2006. Dr. García has been involved in several national and European projects, such as LEMA, COMPASS, PRIMAS and, recently, MaSciL. His research focuses on modelling and inquiry-based science teaching approaches, with a special emphasis on teachers’ professional development, mediated by Chevallard's Anthropological Theory of the Didactics.

Javier García García

University of Jaén

Koeno Gravemeijer

Eindhoven University of Technology, The Netherlands

Juan D. Godino

University of Granada

Juan D. Godino is Professor of Mathematics Education at the University of Granada (Spain). He coordinates a research group on the theoretical foundations and research methodology in mathematics education; gives related master and doctoral courses and supervises doctoral theses on mathematics education. He is developing since 1993 the “Onto-semiotic approach to mathematical knowledge and instruction”, an internationally reputed specific theoretical framework, which is described in many publications in major journals in the field. A selection of his publications is available from his website (click here)

Koeno Gravemeijer is professor emeritus in Science and Technology Education at Eindhoven University of Technology in the Netherlands. Earlier he was professor in Mathematics Education at Utrecht University (Utrecht, the Netherlands) and Vanderbilt University (Nashville, USA). His research interests concern design research as a research method, domain-specific instruction theories (such as the theory for realistic mathematics education, RME), and students’ use of symbols and modeling. In relation to the latter he developed the so-called ‘emergent modeling’ design heuristic. Next to his research activities, he also has been involved in instructional design. He has been the leading author of an RME textbook series for Dutch primary schools, and he was involved in the development of the textbook series for the American Middle School, "Mathematics in Contexts"—a collaborative project of the Dutch Freudenthal Institute and the University of Wisconsin-Madison