Universiteit Utrecht Freudenthal Institute for Science and Mathematics Education
Savelsbergh, Elwin R.
Freudenthal Institute for Science and Mathematics Education
 
Tel. +31 30 253 8214

E-mail: E.R.Savelsbergh@uu.nl


My drive is to help providing the best Science and Technology Education to all, as a contribution to an inclusive, sustainable, and prosperous society. After graduating in physics, I started my educational research career from a solidly cognitivist perspective by investigating how students' mental representations affect their physics problem solving performance. In later projects, my interest broadened to include curriculum issues and motivational aspects. Perhaps, my current driving questions can best be summarised as:

In June 2017, I have been appointed as professor of Science and Technology Education at Utrecht University of Applied Sciences for part of my time, and at current I am setting up a new research group to work on these questions in close collaboration between both universities.

Research

Current and recent projects include:

Teaching

Other activities

Publications, refereed

(Indices: Google; ISI)

2016

Savelsbergh, E.R., Prins, G.T., Rietbergen, C., Fechner, S., Vaessen, B.E., Draijer, J.M., Bakker, A. (2016). Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study. Educational Research Review, 19, 158-172. doi: 10.1016/j.edurev.2016.07.003

2013

Eijkelhof, H.M.C., Kordes, J.H., & Savelsbergh, E.R. (2013). Implications of PISA outcomes for science curriculum reform in the Netherlands. In: M. Prenzel, M. Kobarg, K. Schöps, & S. Rönnebeck (Eds.) Research on PISA: Research outcomes of the PISA research conference 2009. (pp. 7-22). Dordrecht, The Netherlands: Springer. doi:10.1007/978-94-007-4458-5_1

2012

Van Borkulo, S. P., Van Joolingen, W. R., Savelsbergh, E. R., & De Jong, T. (2012). What can be learned from computer modeling? Comparing expository and modeling approaches to teaching dynamic systems behavior. Journal of Science Education and Technology, 21, 267–275. doi:10.1007/s10956-011-9314-3

2011

Savelsbergh, E.R., De Jong, T. & and Monica G. M. Ferguson- Hessler (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. doi: 10.1103/PhysRevSTPER.7.010103

Sins, P.H.M., Savelsbergh, E.R., Van Joolingen, W.R., Van Hout-Wolters, B.H.A.M. (2011). Effects of Face-to-Face versus Chat Communication on Performance in a Collaborative Computer-Supported Modeling Task. Computers & Education, 56, 379-387. doi:10.1016/j.compedu.2010.08.022

2009

Van Borkulo, S. P., Van Joolingen, W. R., Savelsbergh, E. R., & De Jong, T. (2009). A framework for the assessment of learning by modeling. In P. Blumschein, J. Stroebel, W. Hung & D. Jonassen (Eds.). Model-Based Approaches to Learning (179-195). Rotterdam, The Netherlands: Sense.

Sins, P.H.M., Savelsbergh, E.R., Van Joolingen, W.R., & Van Hout-Wolters, B.H.A.M. (2009). The relation between students' epistemological understanding of computer models and their cognitive processing on a modelling task. International Journal of Science Education, 31, 1205-1229.

2008

Sins, P.H.M., Van Joolingen, W.R., Savelsbergh, E.R., & Van Hout-Wolters, B.H.A.M. (2008). Motivation and performance within a collaborative computer-based modeling task: Relations between students' achievement goal orientation, self-efficacy, cognitive processing and achievement. Contemporary Educational Psychology, 33, 58-77. [pdf]

Westra, R. H. V, Boersma, K. T., Savelsbergh, E. R., & Waarlo, A. J. (2008). Towards understanding ecosystem behaviour through systems thinking and modeling. In M. Hammann, M. Reiss, C. Boulter & S.D. Tunnicliffe (Eds.), Biology in Context: Learning and Teaching for the Twenty-First Century (pp. 205–216). London: University of London, Institute of Education.

2007

Westra, R.H.V. Boersma, K.Th., Waarlo, A.J., & Savelsbergh, E.R. (2007). Learning and teaching about ecosystems: systems thinking and modelling in an authentic practice. In: R. Pintó, D. Couso. (Eds.) Contributions from Science Education Research (pp. 361-376). Dordrecht: Springer.

2005

Löhner, S., Van Joolingen, W.R. & Savelsbergh, E.R. (2005). Students’ Reasoning during Modeling in an Inquiry Learning Environment. Computers in Human Behavior, 21, 441-461.

Sins, P.H.M., Savelsbergh, E.R., & Van Joolingen, W.R. (2005). The Difficult Process of Scientific Modelling: An Analysis of Novices' Reasoning During Computer-Based Modelling. International Journal of Science Education, 27, 1695-1721. [pdf]

Van Joolingen, W.R., De Jong, T., Lazonder, A.W., Savelsbergh, E.R. & Manlove, S. (2005). Co-Lab: research and development of an online learning environment for collaborative scientific discovery learning. Computers in Human Behavior, 21, 671-688. [pdf]

Westra, R.H.V., Boersma, K.Th., Savelsbergh, E.R., & Waarlo, A.J. (2005). Systems thinking in ecology education: Modelling ecosystems. In Hans E. Fischer (Ed.), Developing Standards in Research on Science Education (pp. 235-240). London: Taylor & Francis Group.

2003

Löhner, S., Savelsbergh, E.R., & Van Joolingen, W.R. (2003). De invloed van representaties op het modelleergedrag van leerlingen [The influence of representations on students modeling behaviour]. Tijdschrift voor Didactiek der β-Wetenschappen, 20, 26-47. [pdf]

Löhner, S., Van Joolingen, W. R., & Savelsbergh, E. R. (2003). The effect of external representation on constructing computer models of complex phenomena. Instructional Science 31, 395-418. [pdf]

Prins, G.T., Savelsbergh, E.R. & Pilot, A. (2003). Modelleren van dynamische systemen in de scheikunde: Ontwerp en evaluatie van een onderwijsmodule over wassen van textiel. Tijdschrift voor Didactiek der β-Wetenschappen, 20, 48-72. [pdf]

2002

Savelsbergh, E.R., De Jong, T., & Ferguson-Hessler, M.G.M. (2002). Situational Knowledge in Physics: The Case of Electrodynamics. Journal of Research in Science Teaching, 39, 928-951. doi:10.1002/tea.10057

2000

Baumert, J., Klieme, E., Lehrke, M. & Savelsbergh, E.R. (2000). Konzeption und Aussagekraft der TIMSS-Leistungstests: Zur Diskussion um TIMSS-Aufgaben aus der Mittelstufenphysik [The development and meaning of the TIMSS performance tests. Die Deutsche Schule, 92, 102-115 (part 1), 196-217 (part 2).

Savelsbergh, E.R., de Jong, T., & Ferguson-Hessler, M.G.M. (2000). Physics learning with a computer algebra system: towards a learning environment to promote enhanced problem representations. Journal of Computer-Assisted Learning, 16, 229-242. [pdf]

1998

Savelsbergh, E.R., De Jong, T., & Ferguson-Hessler, M.G.M. (1998). Competence related differences in problem representations. In M. van Someren, P. Reimann, T. de Jong, & H. Boshuizen (Eds.), The role of multiple representations in learning and problem solving. (pp. 263-282). Amsterdam: Elsevier Science.

Savelsbergh, E. R.(1998). Improving Mental Representations in Physics Problem-Solving. Doctoral dissertation. Twente University, The Netherlands.

Professional journals, lectures, conferences, and other non-refereed

Vaessen, B.E., Savelsbergh, E.R., Prins, G.T., Rietbergen, C., Fechner, S., Bakker, A. & Draijer, J.M. (2015). Effecten van onderwijsaanpakken op attitudes tegenover de bètawetenschappen. (73 pp.). Utrecht: Freudenthal instituut.

Savelsbergh, E.R. (2012). De Kloof tussen Theorie en Praktijk. Voordracht gehouden bij het symposium ter gelegenheid van het emeritaat van prof. dr. Jules Pieters (26 september 2012). Enschede. [pdf]

Kordes, J., Smeets, P., Wouda, J., Marsman, M., Van Groen, M., Eijkelhof, H.M.C., Savelsbergh, E.R. (2010) Nederlandse 15-jarigen en de natuurwetenschappen: Hun kennis, vaardigheden en visie volgens PISA: Arnhem: Cito.

Ormel, B.J.B.; Savelsbergh, E.R.; Lijnse, P.L. & Kortland, J. (2009). Teaching to model complex dynamic systems in secondary education. Paper presented at  the 13th European Conference for Research on Learning and Instruction, August 25–29, 2009, Amsterdam, The Netherlands. [pdf]

Savelsbergh, E.R., Drijvers, P., Van de Giessen, C., Heck, A., Hooyman, K., Kruger, J., Michels, B., Seller, F. & Westra, R.H.V. (2008). Modelleren en computermodellen in de β-vakken: advies op verzoek van de gezamenlijke β-vernieuwingscommissies. External Report. Utrecht: Freudenthal Instituut voor Didactiek van Wiskunde en Natuurwetenschappen. [pdf]

Savelsbergh, E.R. (2007). Dynamisch modelleren: Aanzet tot een curriculum, Nieuw Archief voor de Wiskunde, 5/8(3), 207-213. [pdf]

Ormel, B., Savelsbergh, E.R.; Kortland, J. & Lijnse, P.L. (2005), Computer modelling for secondary physics education: definition of learning aims and a proposal for a teaching approach. In Proceedings of ESERA 2005 - Contributions of research to enhancing students' interest in learning science. Barcelona: ESERA (CD-Rom).

Westra, R., Savelsbergh, E.R., Kortland, K., Prins, G. & Mooldijk, A. (2002). Leren door zelf modelleren: Actief en uitdagend onderwijs, NVOX, 27(7), 331-335.

Kortland, K., Savelsbergh, E.R., Hooyman, K. & Wielinga, R. (2003). Broeikas Aarde, NVOX, 28, 326-329. [pdf]

Kortland, K. Savelsbergh, E.R., Hooyman, K. & Wielinga, R. (2003) Kracht en beweging in de sport. NVOX 28, 419-421. [pdf]

Course materials

Computer suported modeling in upper secondary education (materials in dutch at: http://www.fisme.science.uu.nl/modelleren)

Kortland, K., Hooyman, K., Savelsbergh, E.R.,& Ontwikkelgroep Dynamisch Modelleren (2006). Computerondersteund modelleren, Natuurkunde: Sportieve Beweging. [3e editie]. Centrum voor Didactiek van Wiskunde en Natuurwetenschappen, Universiteit Utrecht.

Kortland, K., Ormel, B.J.B., & Savelsbergh, E.R. (2005). Computerondersteund modelleren, voorspellen is moeilijk. Centrum voor Didactiek van Wiskunde en Natuurwetenschappen, Universiteit Utrecht

Savelsbergh, E.R., Kortland, K. & Ontwikkelgroep Dynamisch Modelleren (2002). Computerondersteund modelleren: Basishandleiding Powersim. [2e editie]. Centrum voor Didactiek van Wiskunde en Natuurwetenschappen, Universiteit Utrecht.

Westra, R.H.V., & Savelsbergh, E.R. (2004). Computerondersteund modelleren, Populaties in beweging. Centrum voor Didactiek van Wiskunde en Natuurwetenschappen, Universiteit Utrecht.

Westra, R.H.V., & Savelsbergh, E.R. et al. (2006). Systeemdenken in de ecologie: modelleren van ecosystemen. Mosselkweek in de Oosterschelde en konijnen in het Noordhollands Duinreservaat. [2e druk]. Centrum voor Didactiek van Wiskunde en Natuurwetenschappen, Universiteit Utrecht

Electrodynamics (university level)

Savelsbergh, E.R. (1996). Mathematica based electrostatics course module. (Download the teacher version, answers provided, in Dutch, 123 kb)

Savelsbergh, E.R. & Klaassen, K. (2008). Aanvullend Dictaat Elektriciteitleer (cursus NS-103b) pdf

 

Co-Lab, an integrated learning environment for collaborative inquiry learning

 

Theses supervised

Antwi, V. (2013). Interactive teaching of mechanics in a Ghanaian University context. (PhD thesis). Universisteit Utrecht.

Ormel, B.J.B. (2009). Het natuurwetenschappelijk modelleren van dynamische systemen; naar een didactiek voor het voortgezet onderwijs. [Scientific modelling of dynamical systems; Towards a pedagogical theory for secondary education.] (PhD thesis). Universiteit Utrecht.

Van Borkulo, S.P. (2009). The assessment of learning outcomes of computer modeling in secondary science education. (PhD thesis). Universiteit Twente

Westra, R.H.V. (2008). Learning and teaching ecosystem behaviour in secondary education: systems thinking and modelling in authentic practice. (PhD thesis). Universiteit Utrecht

Sins, P.H.M. (2006). Students' reasoning during computer-based scientific modeling: The impact of epistemology, motivation and communication mode. (PhD thesis). Universiteit van Amsterdam.

Löhner, S. (2005). The role of external representation in computer-based modeling tasks. (PhD. Thesis). Universiteit van Amsterdam