dr. J.C.W. van Aalst (Jan)

Through the years I have worked on different approaches to inquiry-based and collaborative learning, especially knowledge building and formative assessment of in knowledge building. More recently, my interests have shifted to the impact of research in the learning sciences on education more generally. A first step in this direction was the development at the university of Hong Kong of a professional masters for teachers and curriculum developers. In ELAN I am continuing with the same theme. In 2022 I completed a textbook on research methods with Jin Mu, Crina Damsa, and Sydney Msonde (Routledge, 2022). I am currently writing a book on learning for the general public, and doing a literature study on the psychology of complot theories.

Engineering & Materials Science

# Students

Social Sciences

# Academic Achievement
# Collective Knowledge
# Discourse
# Hong Kong
# Learning
# Student
# Teacher

Salas-Pilco, S. Z., Yang, Y. , & van Aalst, J. (2022). Emerging technologies for diverse and inclusive education from a sociocultural perspective. British journal of educational technology, 53(6), 1483-1485. https://doi.org/10.1111/bjet.13279

Yang, Y., Yuan, K., Feng, X., Li, X. , & van Aalst, J. (2022). Fostering low-achieving students' productive disciplinary engagement through knowledge-building inquiry and reflective assessment. British journal of educational technology, 53(6), 1511-1529. https://doi.org/10.1111/bjet.13267

van Aalst, J., Mu, J., Damsa, C., & Msonde, S. (2022). Learning Sciences Research for Teaching. Routledge. https://doi.org/10.4324/9781315697239

Wang, J., Yang, Y., Li, H. , & van Aalst, J. (2021). Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence. British journal of educational technology, 52(4), 1494-1512. https://doi.org/10.1111/bjet.13129

Yang, Y. , van Aalst, J., & Chan, C. (2021). Examining online discourse using the knowledge connection analyzer framework and collaborative tools in knowledge building. Sustainability (Switzerland), 13(14), Article 8045. https://doi.org/10.3390/su13148045

van Aalst, J., & Yoon, S. A. (2021). From the outgoing editors. Journal of the learning sciences, 30(1), 1-9. https://doi.org/10.1080/10508406.2021.1880158

Feng, X. , van Aalst, J., Chan, C. K. K., & Yang, Y. (2020). Co-designing a collective journey of knowledge creation with idea-friend maps. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 1429-1436). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 3). International Society of the Learning Sciences (ISLS).

Yang, Y., Du, Y. , van Aalst, J., Sun, D., & Ouyang, F. (2020). Self-directed reflective assessment for collective empowerment among pre-service teachers. British journal of educational technology, 51(6), 1960-1980. https://doi.org/10.1111/bjet.13040

Yang, Y., Long, Y., Sun, D. , van Aalst, J., & Cheng, S. (2020). Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews. British journal of educational technology, 51(5), 1826-1842. https://doi.org/10.1111/bjet.12985

Yang, Y., Chen, Q., Yu, Y., Feng, X. , & van Aalst, J. (2020). Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building. British journal of educational technology, 51(4), 1136-1154. https://doi.org/10.1111/bjet.12909

+31534898641

j.c.w.vanaalst@utwente.nl

www.dple.nl