David Gijbels mainly focuses on Mathematics education, Pedagogy, Learning environment, Educational psychology and Cooperative learning. His work on Educational research and Educational assessment as part of general Mathematics education research is frequently linked to Sample and Program evaluation, thereby connecting diverse disciplines of science. He works mostly in the field of Educational research, limiting it down to topics relating to Variables and, in certain cases, Problem-based learning.
His Problem-based learning research is multidisciplinary, incorporating perspectives in Developmental psychology, Inclusion, Empirical research and Moderation. In Pedagogy, he works on issues like Perception, which are connected to Recall, Social psychology and Applied psychology. The study incorporates disciplines such as Constructivism and Teaching method, Constructivist teaching methods in addition to Educational psychology.
His primary areas of study are Mathematics education, Pedagogy, Medical education, Student learning and Problem-based learning. His Teaching method, Cooperative learning, Learning environment, Constructivist teaching methods and Teacher education study are his primary interests in Mathematics education. Many of his studies on Teaching method involve topics that are commonly interrelated, such as Developmental psychology.
His Cooperative learning study which covers Active learning that intersects with Blended learning. His Pedagogy study frequently intersects with other fields, such as Perception. His biological study deals with issues like Artificial intelligence, which deal with fields such as Machine learning.
David Gijbels mainly investigates Mathematics education, Pedagogy, Active learning, Eye tracking and Field. His work in the fields of Teaching method and Integrative learning overlaps with other areas such as Engineering education. His Teaching method research includes themes of Social support and Alternative teacher certification.
His work on Educational psychology and Professional development as part of general Pedagogy research is frequently linked to Key and Workplace learning, bridging the gap between disciplines. His research investigates the connection between Active learning and topics such as Self-efficacy that intersect with problems in Explanatory power, Control, Self-regulated learning and Knowledge level. In his study, Operationalization and Cognitive psychology is strongly linked to Educational research, which falls under the umbrella field of Student learning.
Eye tracking, Mathematics education, Eye movement, Educational psychology and Social psychology are his primary areas of study. David Gijbels integrates Mathematics education with Constructive in his study. His research in Educational psychology intersects with topics in Social cognitive theory and Explained variation.
His Social psychology study combines topics in areas such as Analysis of covariance and Cognitive psychology. The Applied psychology study combines topics in areas such as Moderation and Medical education. His Developmental psychology study integrates concerns from other disciplines, such as Cooperative learning, Self-efficacy and Empirical research.
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Effects of problem-based learning: a meta- analysis
Filip Dochy;Filip Dochy;Mien Segers;Piet Van den Bossche;David Gijbels.
Learning and Instruction (2003)
Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment:
David Gijbels;Filip Dochy;Piet Van den Bossche;Mien Segers.
Review of Educational Research (2005)
The impact of instructional development in higher education: the state-of-the-art of the research
Ann Stes;Mariska Min-Leliveld;David Gijbels;Peter Van Petegem.
Educational Research Review (2010)
Understanding the effects of constructivist learning environments: introducing a multi-directional approach
Sofie M. M. Loyens;David Gijbels.
Instructional Science (2008)
Students' assessment preferences and approaches to learning: can formative assessment make a difference?
David Gijbels;Filip Dochy.
Educational Studies (2006)
The relationship between students' approaches to learning and the assessment of learning outcomes
David Gijbels;Gerard Van de Watering;Filip Dochy;Filip Dochy;Piet Van den Bossche.
European Journal of Psychology of Education (2005)
Teachers’ Everyday Professional Development Mapping Informal Learning Activities, Antecedents, and Learning Outcomes
Eva Kyndt;David Gijbels;Ilke Grosemans;Vincent Donche.
Review of Educational Research (2016)
Constructivist learning environments and the (im)possibility to change students’ perceptions of assessment demands and approaches to learning
David Gijbels;Mien Segers;Mien Segers;Elke Struyf.
Instructional Science (2008)
Deep and surface learning in problem-based learning: a review of the literature
Diana H. J. M. Dolmans;Sofie M. M. Loyens;Sofie M. M. Loyens;Hélène Marcq;David Gijbels.
Advances in Health Sciences Education (2016)
Students’ assessment preferences, perceptions of assessment and their relationships to study results
Gerard van de Watering;David Gijbels;Filip Dochy;Janine van der Rijt.
Higher Education (2008)
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