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HBO/WO

MBO

2023

Maker Lab: full course materials

This is an open inquiry natural science lab course utilizing Maker tools (e.g. inexpensive electronic sensors/sensorboards controlled by Arduinos). Students are tasked with conceiving, designing, and carrying out scientific experiments with significant process guidance but little experimental oversight, instead leveraging the Maker movement's online resources and open source hardware and software tools. Target audience: The course is given at Amsterdam University College to a multidisciplinary mix of natural science bachelor's students, usually in their second or third year of a three year bachelor's. Duration / Study load: 6 ECTS course, equivalent to ~168 total hours of student work, evenly spread across a 16 week term Over-arching learning goals: (see also the Learning Objectives subpage for specific, assessable list) students navigate the iterative empirical research process, including conception, experimental design, testing, data & uncertainty analyses, and drawing conclusions students build self-efficacy in conducting quantitative empirical research and creating scientific knowledge students improve science communication skills in an authentic (team) setting Directory: Course materials are published in the following locations (see links to them below) course description (pre-requisites, learning activities, teaching roles, grouping of students, learning environment) learning objectives course schedule readings and lecture slides for students assignments (and rubrics) resource list: facilities, equipment, software JupyterPython-materials zip file This page's linked websites give official course descriptions. Any questions about this Maker Lab course can be addressed to Forrest via: forrestbradbury@gmail.com

Website

Forrest Bradbury

1 september 2023

Course description Minor Science, Technology & Innovation: Biomimicry

The Biomimicry minor at the University of Amsterdam, coded 5142DPB30Y, semester-long, 30 ECTS course offered in English from September to January. Targeted at third-year science bachelor students, the program explores biomimicry—a scientific method that draws inspiration from nature to solve modern technological challenges. The curriculum consists of a blend of lectures, workshops, and hands-on project work in the UvA Makerspace, where students apply their learning to develop real-life prototypes. The program culminates in the creation of a bio-inspired robot, resulting in the integration of acquired theoretical knowledge and practical skills.

Document

Morten Stromme

1 september 2023

Full course materials minor Science, Technology & Innovation: Biomimicry

The Biomimicry minor at the University of Amsterdam is a full-time, semester-long program (30 EC), guiding students through biomimicry's principles. This minor employs a hands-on approach where participants design bio-inspired prototypes, from ideation to execution. Utilizing UvA's Makerspace, students make use of advanced tools to create viable technological applications that mimic nature’s solutions. The curriculum integrates theory with prototyping workshops, including 3D-printing and programming, adding up to a multidisciplinary learning environment. Directory of Resources: •⁠ ⁠The full course description •⁠ ⁠Detailed learning goals and assessments •⁠ ⁠Assessment rubrics- rubrics

Website

Morten Stromme

1 april 2026

Mind Measuring Mind

Mind Measuring Mind explores the foundations of psychological methodology, ethical research practice, and the pivotal role of measurement in understanding behaviour and mental processes. Blending teaching material, scholarly context, and personal perspective, it opens a dialogue about the challenges and responsibilities of doing science when the subject and the scientist share the same mind. Why is psychological science different from other sciences? Psychology is the study of behaviour and mental processes. Unlike most other fields, psychologists use their own mental processes to examine those of others. This self-referential nature, “mind measuring mind,” brings unique challenges for psychological measurement and the interpretation of research results. This book critically examines psychology as a science, exploring the empirical cycle and the teaching of methodology and statistics. In most academic psychology programmes, students are expected to participate as subjects in psychological studies. To support this, a series of PBL tutorials was developed to familiarise students with the empirical cycle and encourage discussion of validity, research methods, ethical standards, scientific communication, and potential threats to responsible, high-quality research. The materials in this book are based on those tutorials. This open textbook is designed for first- and second-year BSc Psychology students at Maastricht University, particularly those navigating the renewed curriculum’s emphasis on ‘Scientific Inquiry and Critical Thinking’ (SICT). It serves as a flexible guide for students following individual learning paths, including participation in faculty-led research experiments, reflection on the empirical cycle, and connecting practical experiences to theoretical concepts such as methodology, statistics, validity, ethics, and scientific communication. Ideal for self-study, group PBL sessions, and research practicums, the book helps bridge hands-on research involvement with classroom discussions, supporting competency development in psychological research.

Open (Access) Tekst Boek

Garmt Dijksterhuis

2023

Lecture Notes chapter 6: Empirical Research Process

This "Maker Lab" course focuses on supporting student open inquiries. In other words, students are tasked with doing empirical scientific research and thereby constructing scientific knowledge. This document aims to outline what this entails, and does so by closely following work by Carl Wieman* and Natasha Holmes**. Note: If you do not (yet) have Jupyter Notebook, you cannot fully utilize the .ipynb file. But the attached PDF will give an idea of its content and functionality. Note also: In order to interact with and fully utilize the Jupyter Notebook documents (including their hyperlinks and pointers to data and image files), it is helpful to save the entire collection locally in a way that preserves the original directory structure. This is easiest to accomplish by downloading all files at once via the JupyterPython-materials zip file and unpacking it (extracting the files) to your preferred local directory. This zip file of all Jupyter Notebook materials is located here: https://search.edusources.nl/materialen/d144774e-9705-489a-b3cd-28e3618f7324 C. Wieman, “Comparative cognitive task analyses of experimental science and instructional laboratory courses”, Phys.Teach. 53, 349 (2015). http://www.cwsei.ubc.ca/SEI_research/files/Wieman_CTA_PT2015.pdf ** N. G. Holmes and C. Wieman, “Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses”, Phys. Rev. Phys. Educ. Res. 12, 020103 (2016). https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.12.020103

Document

Forrest Bradbury

2024

How to design open inquiry labs

In this article we show how student “open inquiries” in undergraduate labs can be powerful teaching and assessment methods. In such open inquiries it is the students who define the question they want to answer, formulate the hypothesis, search for information, design and carry out experiments to reach their goal, and share their ideas, needs, and results with others. This student agency afforded by open inquiry trains critical thinking, teaches students to learn from failure, and requires effective science communication in authentic contexts. Adapting open inquiry methods for the first time can be especially daunting for instructors who have no examples to draw upon. To address this challenge we explain the findings of a diverse group of five lab instructors and an educational researcher who have compared open inquiry practices in different contexts. As a group, we formed a Community of Practice dedicated to “Supporting students’ scientific Open Inquiries in Labs” (aka SssOIL). The commonalities across our diverse project team suggest some defining features and best practices. By sharing our findings and example course designs and materials, we hope to aid instructors in adapting more open inquiry teaching methods in their own lab courses. Any questions about this article can be addressed to Forrest via: forrestbradbury@gmail.com or to our team via: S3OIL@outlook.com

Document

Forrest Bradbury, Simone Mesman, Morten Stromme, Paul Logman

2023

Supporting Students’ Scientific Open Inquiries in Labs (SssOIL) collection

Supporting Students’ Scientific Open Inquiries in Labs (aka SssOIL) is a group devoted to using and sharing open inquiry teaching methods in higher education science lab courses. The group members are: Lesley de Putter: Eindhoven School of Education (Eindhoven University of Technology) Paul Logman: Physics & ICLON (Leiden University) Morten Strømme: Institute for Interdisciplinary Studies (University of Amsterdam) Simone Mesman: Swammerdam Life Sciences (University of Amsterdam) Martijs Jonker: Swammerdam Life Sciences (University of Amsterdam) Forrest Bradbury: Amsterdam University College This page contains links to the group's playbook for open inquiry (both English and Dutch) and the sub-pages below link to individual collections of course materials from several open inquiry lab courses, as well as the team's article on "How to design open inquiry labs". Any questions about this entire collection can be addressed to our team via: S3OIL@outlook.com

Document

Forrest Bradbury, Paul Logman, Simone Mesman, Morten Stromme

2023

Maker Lab course description

This Maker Lab course description is an internal document which communicates the structure of the course to students. Some extra comments are also included for the benefit of interested instructors.

Document

Forrest Bradbury

2023

LU - PE3 - Course schedule

In this document we give the schedule of the course including what students need to do at which moment in the course.

Document

Paul Logman

2023

LU - PE3 - Course objectives

In this document we give the learning objectives of the course. They are separated into Research Skills and Transferable Skills.

Document

Paul Logman