Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Greenery and Education : The positive effects of greenery in urban environments
Hiemstra, J.A. ; Vries, S. de; Spijker, J.H. - \ 2019
Wageningen : Wageningen University & Research - 7 p.
learning - children - universities - climate - educational institutions - education - social welfare - well-being - health - pupils - students - schools - leren - kinderen - universiteiten - klimaat - onderwijsinstellingen - onderwijs - sociaal welzijn - welzijn - gezondheid - leerlingen - studenten - scholen
Greenery in and around schools and nurseries and on campuses enhances the ambience of educational institutions, both inside and out. It has a positive effect on the health and general well-being of students and staff alike, improving student’s performance and their ability to concentrate, as well as enhancing the social climate. This document provides insights into the benefits of greenery for learning and well-being, including references to scientific literature. It concludes with some tips on how to ensure the successful and beneficial inclusion of greenery.
Greenery and Education : A summary of the positive effects of greenery on well-being in educational environments
Hiemstra, J.A. ; Vries, S. de; Spijker, J.H. - \ 2017
Wageningen : Wageningen University & Research - 7 p.
learning - children - universities - climate - educational institutions - education - social welfare - well-being - health - pupils - students - schools - leren - kinderen - universiteiten - klimaat - onderwijsinstellingen - onderwijs - sociaal welzijn - welzijn - gezondheid - leerlingen - studenten - scholen
Greenery in and around schools, childcare centres and on campuses is good for the climate at education institutions, both inside and out. It has a positive effect on the health and general well-being of students and staff alike, improving student performance and their ability to concentrate, as well as fostering the social climate. This document provides information on the benefits of greenery in relation to education and well-being, including references to scientific literature. It concludes with some tips on how to ensure the successful and beneficial inclusion of greenery.
Naar de klimaattop
Kleis, R. ; Nabuurs, G.J. ; Fresco, L.O. ; Spijkerman, A. - \ 2015
Resource: weekblad voor Wageningen UR 10 (2015)8. - ISSN 1874-3625 - p. 14 - 15.
conferenties - klimaatverandering - klimaat - klimaatadaptatie - milieuwetenschappen - wetenschappers - studenten - duurzame ontwikkeling - conferences - climatic change - climate - climate adaptation - environmental sciences - scientists - students - sustainable development
In de periferie van de VN-klimaatconferentie, van 30 november tot en met 11 december in Parijs, wemelt het van de bijeenkomsten en side-events. Ook Wageningen UR levert haar bijdrage aan dit marktplein van de klimaatwetenschap. Enkele tientallen wetenschappers en studenten trekken naar Parijs om hun boodschap te verkondigen. Op deze pagina’s een kleine greep.
Hiep hiep hulpsel!
Kleis, R. ; Dijksma, R. - \ 2015
Resource: weekblad voor Wageningen UR 10 (2015)4. - ISSN 1874-3625 - p. 12 - 13.
hydrologie - waterlopen - achterhoek - studenten - meting - universitair onderzoek - stroomgebieden - hydrology - streams - students - measurement - university research - watersheds
Diep in de Achterhoek ligt een van de best bemeten en begrepen beken van de wereld. Al vijftig jaar zijn Wageningse wetenschappers en studenten hier kind aan huis.
Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education
Ginkel, S.O. van; Gulikers, J.T.M. ; Biemans, H.J.A. ; Mulder, M. - \ 2015
Educational Research Review 14 (2015). - ISSN 1747-938X - p. 62 - 80.
presentation skills - communication competence - feedback - students - impact - intervention - apprehension - performance - reflection - anxiety
Developing oral presentation competence is an essential objective in higher education. However, a comprehensive picture of effective learning environment characteristics for encouraging oral presentation performance is lacking hitherto. This review identifies and classifies relevant studies with the aim of deducing a set of design principles with underlying conceptual and empirical argumentations for developing this competence. Fifty-two publications from the last 20 years were selected through a systematic search in four scientific databases. Subsequently, all studies were categorized with respect to student characteristics, learning environment characteristics, learning processes and outcomes. The synthesis of these studies resulted in the formulation of seven design principles, addressing the instruction, learning and assessment sides of the learning environment. These design principles include the following learning environment characteristics: learning objectives, learning task, behaviour modelling, opportunity to practice, intensity and timing of feedback, peer assessment and self-assessment. Finally, an agenda for future research is discussed.
Over de bodem is nog zoveel te leren
Vos, P. ; Os, G.J. van - \ 2015
Boerderij/Akkerbouw 100 (2015)20. - ISSN 0169-0116 - p. A22 - A24.
bodembeheer - bodembiologie - duurzaam bodemgebruik - duurzaamheid (sustainability) - bioraffinage - onderzoekers - hogere agrarische scholen - studenten - docenten - interviews - soil management - soil biology - sustainable land use - sustainability - biorefinery - research workers - agricultural colleges - students - teachers
Onderzoeker Gera van Os begon dit jaar als lector Duurzaam Bodembeheer aan CAH Vilentum in Dronten. "Extra aandacht voor de bodem is een mooie kans." Dit artikel geeft een interview weer met deze onderzoeker.
Psychosocial correlates of the motivation to abstain from sexual intercourse among Indonesian adolescents
Leerlooijer, J.N. ; Ruiter, R.A.C. ; Damayanti, R. ; Rijsdijk, E. ; Eiling, E. ; Bos, A.E.R. ; Kok, G. - \ 2014
Tropical Medicine and International Health 19 (2014)1. - ISSN 1360-2276 - p. 74 - 82.
planned behavior - hiv prevention - condom use - predictors - model - intentions - metaanalysis - attitudes - efficacy - students
ObjectivesAdolescents in Indonesia have limited access to sexuality education, resulting in increased risk of sexually transmitted infections and unplanned pregnancies. This study aimed to understand psychosocial correlates of sexual abstinence intentions to inform future sexuality education. MethodsData were collected in 79 secondary schools among 2315 students, aged 14-20years, in Jambi, Lampung, Jakarta and Bali. A self-completed questionnaire measured attitudes, risk perception, subjective norms, perceived behavioural control and intentions towards sexual abstinence. ResultsSignificant associations with intention to abstain from sexual intercourse were found for experience with sexual intercourse, perceived behavioural control, attitude and subjective norms of peers and parents, explaining 31% of the variance in abstinence intention. ConclusionsTo promote adolescents' informed sexual decision-making, sexuality education programmes in Indonesia may benefit from addressing past sexual behaviour and perceived behavioural control, subjective norms of peers and attitudes.
Use of an Interculturally Enriched Collaboration Script in Computer-Supported Collaborative Learning in Higher Education
Popov, V. ; Biemans, H.J.A. ; Kuznetsov, A.N. ; Mulder, M. - \ 2014
Technology, Pedagogy and Education 23 (2014)3. - ISSN 1475-939X - p. 349 - 374.
environment - behaviors - cognition - students - outcomes - culture - dyads - teams - cscl
In this exploratory study, the authors introduced an interculturally enriched collaboration script (IECS) for working in culturally diverse groups within a computer-supported collaborative learning (CSCL) environment and then assessed student online collaborative behaviour, learning performance and experiences. The question was if and how these variables differed for the groups that used an IECS versus groups that used a general collaboration script (CS) that did not include intercultural elements. Using a web conferencing tool, 47 students from a university in Ukraine and a university in the Netherlands worked together in groups to develop project plans on an environmental problem. The groups in the IECS condition showed a higher frequency of so-called contributing behaviour but a lower frequency of planning behaviour, seeking input and social interaction than the groups in the CS condition. The IECS groups also produced better project plans than the CS groups. Future study using a similar experimental set-up but with larger samples is recommended to see if the present results can be replicated.
Analysing and promoting entrepreneurship in Iranian higher education : entrepreneurial attitudes, intentions and opportunity identification
Karimi, S. - \ 2014
Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans; Thomas Lans. - Wageningen : Wageningen University - ISBN 9789461738455 - 272
ondernemerschap - onderwijs - hoger onderwijs - studenten - attitudes - psychologie - menselijk gedrag - besluitvorming - culturele waarden - geslacht (gender) - persoonlijkheid - individuele kenmerken - iran - entrepreneurship - education - higher education - students - attitudes - psychology - human behaviour - decision making - cultural values - gender - personality - individual characteristics - iran
Given the positive influences of entrepreneurship in tems of increasing economic growth and creating jobs, considerable efforts have been made to promote entrepreneurship in both developed and developing countries. Scholars and policymakers are also increasingly interested in the factors which influence the decision to become an entrepreneur and thus understanding why some people decide to start a business while others do not. The research reported in this dissertation therefore explored the factors which influence the entrepreneurial intentions of students in higher education in the developing country of Iran.
Facilitation of computer-supported collaborative learning in mixed- versus same-culture dyads: Does a collaboration script help?
Popov, V. ; Biemans, H.J.A. ; Brinkman, B. ; Kuznetsov, A.N. ; Mulder, M. - \ 2013
The Internet and Higher Education 19 (2013). - ISSN 1096-7516 - p. 36 - 48.
external scripts - argumentation - performance - environments - cognition - students - quality - context
To foster collaboration and improve the quality of students' discussions in mixed- and same- culture learner groups engaged in computer-supported collaborative learning (CSCL), a collaboration script was introduced. A 2 × 2-factorial design was used to examine the effects of using this collaboration script on students' online collaborative behavior and the quality of their discussions. A total of 130 university students worked in dyads on a topic concerned with intercultural communication. Culturally mixed dyads working with the script showed a higher frequency of seeking input and social interaction than the students in the other three types of dyads. Same-culture dyads working with the script showed a lower frequency of planning activity than same-culture dyads working without the script. Independent of script condition, the same-culture dyads displayed a higher frequency of contributing activity and showed a higher quality of online discussion than the mixed-culture dyads. Collaboration in culturally mixed groups is less than optimal and may require extra facilitation.
Verslogistiek sierteelt
Jong, Wim de - \ 2013
forest nurseries - ornamental woody plants - ornamental horticulture - business management - logistics - distribution - agricultural education - simulation models - usage - projects - project implementation - students
Scripting intercultural computer-supported collaborative learning in higher education
Popov, V. - \ 2013
Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans; A.N. Kuznetsov. - S.l. : s.n. - ISBN 9789461736482 - 272
computerondersteund onderwijs - hoger onderwijs - leren - onderwijsmethoden - geprogrammeerd leren - studenten - interculturele communicatie - cultuur - samenwerking - computer assisted instruction - higher education - learning - teaching methods - programmed learning - students - intercultural communication - culture - cooperation
Introduction of computer-supported collaborative learning (CSCL), specifically in an intercultural learning environment, creates both challenges and benefits. Among the challenges are the coordination of different attitudes, styles of communication, and patterns of behaving. Among the benefits are the sharing of culturally diverse knowledge, hands-on preparation for working in an international climate. Five empirical studies reported in this dissertation were conducted to identify and respond to the cultural issues influencing collaborative learning in both face-to-face and online modes of communication. The ultimate goal of the fives taken together was to develop an instructional script for fostering collaboration and bridging intercultural differences in culturally diverse groups engaged in CSCL. The total sample for the present research included over 500 students representing a total of 55 countries. Both quantitative and qualitative analyses were undertaken in the studies. The findings of this dissertation suggest that the scripting approach can foster collaboration and bridge intercultural differences in culturally diverse groups working in a CSCL environment.
How doctors move from generic goals to specific communicative behavior in real practice
Veldhuijzen, W. ; Mogendorff, K.G. ; Ram, P. ; Weijden, T. v.d.; Elwyn, G. ; Vleuten, C. van der - \ 2013
Patient Education and Counseling 90 (2013)2. - ISSN 0738-3991 - p. 170 - 176.
patient centeredness - decision-making - primary-care - skills - guidelines - medicine - students - context - cancer
Objective - To understand how recommendations for communication can be brought into alignment with clinical communication routines, we explored how doctors select communicative actions during consultations. Methods - We conducted stimulated recall interviews with 15 GPs (general practitioners), asking them to comment on recordings of two consultations. The data analysis was based on the principles of grounded theory. Results - A model describing how doctors select communicative actions during consultations was developed. This model illustrates how GPs constantly adapt their selection of communicative actions to their evaluation of the situation. These evaluations culminate in the selection of situation-specific goals. These multiple and often dynamic goals require constant revision and adaptation of communication strategies, leading to constant readjustments of the selection of communicative actions. When selecting consultation goals GPs weigh patients’ needs and preferences as well as the medical situation and its consequences. Conclusions - GPs’ selection of communicative actions during consultations is situational and goal driven. Practice implications - To help doctors develop communicative competence tailored to the specific situation of each consultation, holistic communication training courses, which pay attention to the selection of consultation goals and matching communication strategies besides training specific communication skills, seem preferable to current generic communication skills training.
Fostering argumentation-based computer-supported collaborative learning in higher education
Noroozi, O. - \ 2013
Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans. - [S.l. : s.n. - ISBN 9789461734013 - 282
computerondersteund onderwijs - hoger onderwijs - wetenschappelijke samenwerking - discussie - leren - onderwijsmethoden - studenten - groepen - computer assisted instruction - higher education - scientific cooperation - discussion - learning - teaching methods - students - groups - cum laude
cum laude graduation (with distinction). In collaborative settings, students of all ages need to learn to clearly explain their informed opinions and give reasons for the way in which they carry out tasks and solve problems. Engaging students in collaborative discussion and argumentation is an educational approach for preparing them to manage today’s complex issues and actively participate in knowledge societies. Despite the fact that argumentation is shaped in social conversation and also in learners’ online exchanges in daily life, learners in academic settings need to be taught to reason and argue in a way that is beneficial for knowledge sharing, domain-specific learning, and knowledge construction. Online support systems for collaboration or Computer-Supported Collaborative Learning (CSCL) environments in which learners argue in teams have been found to support the sharing, constructing, and representing of arguments with the aim of learning. This type of learning arrangement is called Argumentation-Based Computer-Supported Collaborative Learning (ABCSCL) and it is seen as a promising environment in which to facilitate collaborative argumentation and learning.
Studeer Effectief
Pilot, A. ; Hout-Wolters, B. van; Ginkel, S.O. van; Jongepier, P. ; Scheijen, W. - \ 2012
Houten, The Netherlands : Noordhoff Uitgevers (Hoger onderwijs reeks ) - ISBN 9789001810030
studie - hoger onderwijs - universiteiten - leren - efficiëntie - studenten - collegestudenten - onderwijs - study - higher education - universities - learning - efficiency - students - college students - education
Studeren in het hoger onderwijs is anders dan leren in het voortgezet onderwijs: je wordt geacht zelfstandig te studeren, meer studiemateriaal te verwerken en ingewikkelde tentamenvragen te beantwoorden. Dit boek biedt aanwijzingen en oefeningen om effectief te studeren. Er wordt o.a. aandacht besteed aan een actieve en bewuste aanpak van de studie. Het boek bevat praktische suggesties, checklists, voorbeelden en oefeningen voor het hoger beroepsonderwijs en het wetenschappelijk onderwijs.
Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards
Alake - Tuenter, E. ; Biemans, H.J.A. ; Tobi, H. ; Wals, A.E.J. ; Oosterheert, I. ; Mulder, M. - \ 2012
International Journal of Science Education 34 (2012)17. - ISSN 0950-0693 - p. 2609 - 2640.
pedagogical content knowledge - 1st-year elementary teachers - classroom - insights - students - reform
Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils’ application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model.2
The World Starts With Me: A multilevel evaluation of a comprehensive sex education programme targeting adolescents in Uganda
Rijsdijk, L.E. ; Bos, A.E.R. ; Ruiter, R.A.C. ; Leerlooijer, J.N. ; Haas, B. ; Schaalma, H.P. - \ 2011
BMC Public Health 11 (2011). - ISSN 1471-2458 - 12 p.
sub-saharan africa - planned behavior - reproductive health - condom use - interventions - metaanalysis - students
Background This paper evaluates the effect of the World Starts With Me (WSWM), a comprehensive sex education programme in secondary schools in Uganda. The aim of the present study was to assess the effects of WSWM on socio-cognitive determinants of safe sex behaviour (delay; condom use and non-coercive sex). Methods A survey was conducted both before and immediately after the intervention among students in intervention (N = 853) and comparison (N = 1011) groups. A mixed model repeated measures analysis was performed to assess the effectiveness of the WSWM programme on the main socio-cognitive determinants of safe sex behaviour at post-test. A similar post-hoc comparison was made between schools based on completeness and fidelity of implementation of WSWM. Results Significant positive effects of WSMW were found on beliefs regarding what could or could not prevent pregnancy, the perceived social norm towards delaying sexual intercourse, and the intention to delay sexual intercourse. Furthermore, significant positive effects of WSWM were found on attitudes, self-efficacy and intention towards condom use and on self-efficacy in dealing with sexual violence (pressure and force for unwanted sex). A reversed effect of intervention was found on knowledge scores relating to non-causes of HIV (petting, fondling and deep kissing). A follow-up comparison between intervention schools based on completeness of the programme implementation revealed that almost all significant positive effects disappeared for those schools that only implemented up to 7 out of 14 lessons. Another follow-up analysis on the basis of implementation fidelity showed that schools with a "partial" fidelity score yielded more significant positive effects than schools with a "full" fidelity of implementation score. Conclusions The study showed an intervention effect on a number of socio-cognitive determinants. However, the effectiveness of WSWM could be improved by giving more systematic attention to the context in which such a programme is to be implemented. Implications for the systematic development and implementation of school-based safe sex interventions in Uganda will be discussed.
Effects of a spiritual care training for nurses
Vlasblom, J.P. ; Steen, J.T. van der; Knol, D.L. ; Jochemsen, H. - \ 2011
Nurse Education Today 31 (2011)8. - ISSN 0260-6917 - p. 790 - 796.
nursing competences - students - education
Despite the fact that spiritual care is an essential part of nursing care according to many nursing definitions, it appears to be quite different in practice. A spirituality training for nurses may be necessary to give spiritual care the attention it deserves. In a trial a pre-tested “spirituality and nursing care” training was provided to nurses from four different nursing wards in a non-academic, urban hospital. Prior to the training and six weeks after the training, nurses and all patients were asked to fill up a questionnaire. In addition, the number of referrals from nurses to the chaplaincy was examined. Compared to before (n = 44 patients), after the training (n = 31), the patients from the intervention wards experienced more receptiveness and support when asking questions about illness and meaning. There were also specific changes in nurses' attitudes and knowledge, changes in clinical practice such as documenting spiritual needs and the number of referrals to the chaplains was higher. The results indicate that a training in spiritual care for nurses may have positive effects on health care that patients can experience
Early soil knowledge and the birth and development of soil science
Brevik, E.C. ; Hartemink, A.E. - \ 2010
Catena 83 (2010)1. - ISSN 0341-8162 - p. 23 - 33.
historical development - cropping systems - united-states - sustainability - principles - evolution - students - pedology - society - trends
Soils knowledge dates to the earliest known practice of agriculture about 11,000 BP Civilizations all around the world showed various levels of soil knowledge by the 4th century AD, including irrigation, the use of terraces to control erosion, various ways of improving soil fertility, and ways to create productive artificial soils. Early soils knowledge was largely based on observations of nature: experiments to test theories were not conducted. Many famous scientists, for example, Francis Bacon, Robert Boyle, Charles Darwin, and Leonardo da Vinci worked on soils issues. Soil science did not become a true science, however, until the 19th century with the development of genetic soil science, led by Vasilii V Dokuchaev In the 20th century, soil science moved beyond its agricultural roots and soil information is now used in residential development, the planning of highways, building foundations, septic systems, wildlife management, environmental management, and many other applications in addition to agriculture
Beeldvorming over biologische landbouw onder studenten en docenten in het groen onderwijs
Potters, J.I. ; Leeuwen, M.A.E. van - \ 2010
Lelystad : PPO AGV - 30
agrarisch onderwijs - biologische landbouw - onderwijsonderzoek - attitudes - studenten - docenten - leerlingen - agricultural education - organic farming - educational research - students - teachers - pupils
In de huidige onderwijspraktijk biedt een beperkt aantal instellingen een specifieke opleiding of opleidingsvariant biologische landbouw aan. Bij de overige instellingen wordt het als keuzevak aangeboden of komt het onderwerp in andere vakken of helemaal niet aan de orde. Uit het onderzoek komt naar voren dat 40% van de studentrespondenten tijdens de opleiding op geen enkele manier met biologische landbouw in aanraking komt. De studenten zelf vinden dat er meer aandacht voor mag en moet zijn. De beeldvorming over biologische landbouw onder studenten en docenten in het groen onderwijs is overwegend positief. Bij ruim een derde van de studenten en docenten is de beeldvorming ten positieve veranderd in de afgelopen jaren. De uitdaging en tegelijkertijd de vraag is: hoe weet het onderwijs de kansen van de biologische landbouw de komende tijd te benutten? Er is een aantal aanbevelingen geformuleerd.
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