Hogeschool van Amsterdam

Centre for Applied Research of the Faculty of Digital Media & Creative Industries

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dr. B. Bredeweg (Bert)

Professor of Science and Mathematics Education
Email:
b.bredeweg@hva.nl
Work address:
Kohnstammhuis, Wibautstraat 2-4, 1091 GM Amsterdam
Postal address:
Postbus 36180,1020 MD Amsterdam
Room number:
07A21
Expertise:
Professor AUAS, Centre for Applied Research in Education / Associate professor of Intelligent Education Systems (UvA, Informatics Institute)
Personal website:
Lectoraat Didactiek van de Bètavakken
Go to Research database

Bert Bredeweg has been professor of Science and Mathematics Education at Amsterdam University of Applied Sciences since 1 October 2018. Bert Bredeweg has worked at the University of Amsterdam since 1986, where he obtained his doctorate with a thesis titled ‘Expertise in Qualitative Prediction of Behaviour’ (supervisor: Prof. B.J. Wielinga). From 1992 to 2003, he was affiliated with what was then the Faculty of Psychology as a university lecturer. Bert Bredeweg has been an associate professor at the Informatics Institute since 2003, where he continues to work one day a week even after joining the AUAS.

In his role as associate professor, he led the Qualitative Reasoning Group from 2003 to 2012. This research group garnered international recognition for its work in the field of qualitative reasoning – a technique developed within artificial intelligence – and how this can be applied to complex issues such as sustainable development. Bert Bredeweg has extensive experience with applied research and valorisation, in both secondary and higher education. His research activities centre on topics such as learning through Conceptual Modelling, with a particular focus on cause-effect thinking, Gamification and Learning Analytics.

  • Qualitative and quantitative modelling of dynamic systems: how do they relate?
    Kragten, M., & Bredeweg, B. (2024). Qualitative and quantitative modelling of dynamic systems: how do they relate? In 37th International Workshop on Qualitative Reasoning (pp. 14-22)
  • Qualitative Reference Model for Learning about Melatonin Regulation
    Fawzi, N., Kragten, M., & Bredeweg, B. (2024). Qualitative Reference Model for Learning about Melatonin Regulation. In 37th International Workshop on Qualitative Reasoning (pp. 6-13)
  • Combining hands-on and minds-on learning with interactive diagrams in primary science education
    van Eijck, T. J. W., Bredeweg, B., Holt, J., Pijls, M. H. J., Bouwer, A. J., Hotze, A., Louman, E., Ouchchahd, A., & Sprinkhuizen, M. J. (2024). Combining hands-on and minds-on learning with interactive diagrams in primary science education. International Journal of Science Education, 1-21. https://doi.org/10.1080/09500693.2024.2387225
  • Stargazing Live!: Inspiring with semi-live astronomy data; teaching curriculum topics using smart education tools
    Holt, J., Hanse, J., Vaendel, D., Bredeweg, B., Kragten, M., Bloemen, S., Baan, M., & Groot, P. (2024). Stargazing Live!: Inspiring with semi-live astronomy data; teaching curriculum topics using smart education tools. Paper presented at Astronomy Education 2023, Toronto, Canada. https://astroedjournal.org/index.php/ijae/article/view/113
  • Pilot - Interactieve kennisrepresentaties
    Bredeweg, B. (2024). Pilot - Interactieve kennisrepresentaties. In AI in onderwijs - leren door te doen: De geleerde lessen uit zeven AI pilotprojecten (pp. 15-16). NLAIC.
  • Calcium Regulation Assignment: Alternative Styles in Successfully Learning About Biological Mechanisms
    Kragten, M., & Bredeweg, B. (2024). Calcium Regulation Assignment: Alternative Styles in Successfully Learning About Biological Mechanisms. In Artificial Intelligence in Education (Vol. LNAI 14829, pp. 220–234). Springer, Cham. https://doi.org/10.1007/978-3-031-64302-6_16
  • Motivating students in competency‐based education programmes: designing blended learning environments
    Marcellis, M., Frerejean, J., Bredeweg, B., Brand‐Gruwel, S., & Merrienboer, J. J. G. (2024). Motivating students in competency‐based education programmes: designing blended learning environments. Learning Environments Research. Advance online publication. https://doi.org/10.1007/s10984-024-09500-5
  • Addressing socio-scientific issues with interactive concept cartoons: design of a web-based educational instrument
    Kruit, P. M., Bredeweg, B., & Nieuwelink, H. (2024). Addressing socio-scientific issues with interactive concept cartoons: design of a web-based educational instrument. International Journal of Science Education. https://doi.org/10.1080/09500693.2024.2354076
  • Enhancing students' argumentation skills, content knowledge, and Nature of Science understanding through a web-based educational instrument in the context of socio-scientific issues
    Kruit, P. M., Bredeweg, B., & Nieuwelink, H. (2024). Enhancing students' argumentation skills, content knowledge, and Nature of Science understanding through a web-based educational instrument in the context of socio-scientific issues. International Journal of Science Education. https://doi.org/10.1080/09500693.2024.2348824
  • The effectiveness of lightweight automated support for learning about dynamic systems with qualitative representations
    Kragten, M., & Bredeweg, B. (2024). The effectiveness of lightweight automated support for learning about dynamic systems with qualitative representations. In SAC '24: Proceedings of the 39th ACM/SIGAPP Symposium on Applied Computing (pp. 11-20) https://doi.org/10.1145/3605098.3635950
  • Learning about Climate Change and Decline of Biodiversity by Constructing a Qualitative Representation
    Kragten, M., de Boer, M. E., & Bredeweg, B. (2024). Learning about Climate Change and Decline of Biodiversity by Constructing a Qualitative Representation. The Physics Teacher, 62(2), 119-122. https://doi.org/10.1119/5.0137153
  • Denker
    Kragten, M., & Bredeweg, B. (2024). Denker: Leren systeemdenken met conceptuele modellen. NVOX, 49(2), 28-29.
  • Integration of a Teacher Dashboard in a Hybrid Support Approach for Constructing Qualitative Representations
    Kragten, M., Hoogma, T. E., & Bredeweg, B. (2024). Integration of a Teacher Dashboard in a Hybrid Support Approach for Constructing Qualitative Representations. In R. Ferreira Mello, N. Rummel, I. Jivet, G. Pishtari, & J. A. Ruipérez Valiente (Eds.), Technology Enhanced Learning for Inclusive and Equitable Quality Education. EC-TEL 2024.: Lecture Notes in Computer Science (Vol. 15159, pp. 208–221). Springer, Cham. https://doi.org/10.1007/978-3-031-72315-5_15
  • Social comparison in learning analytics dashboard supporting motivation and academic achievement
    Fleur, D. S., van den Bos, W., & Bredeweg, B. (2023). Social comparison in learning analytics dashboard supporting motivation and academic achievement. Computers and Education Open, 4, Article 100130. https://doi.org/10.1016/j.caeo.2023.100130
  • PhotoReflexivity
    ten Brink, M., Kanis, M., Bredeweg, B., Witschge, T., & Schouten, B. (2023). PhotoReflexivity: supporting reflexivity for students in design education. Paper presented at The International Association for Societies of Design Research Conference (IASDR) 2023 , Milano, Italy. https://doi.org/10.21606/iasdr.2023.497
  • Describing the characteristics of circular and elliptical motion using qualitative representations
    Kragten, M., & Bredeweg, B. (2023). Describing the characteristics of circular and elliptical motion using qualitative representations. Paper presented at 36th International Workshop on Qualitative Reasoning, Krakow, Poland.
  • Learning domain knowledge and systems thinking using qualitative representations in upper secondary and higher education
    Kragten, M., Hoogma, T., & Bredeweg, B. (2023). Learning domain knowledge and systems thinking using qualitative representations in upper secondary and higher education. Paper presented at 36th International Workshop on Qualitative Reasoning, Krakow, Poland.
  • Qualitative models to learn about star properties, star states, and the balance between fusion and gravity
    Bredeweg, B., Kragten, M., Holt, J., Vaendel, D., Hanse, J., & Bloemen, S. (2023). Qualitative models to learn about star properties, star states, and the balance between fusion and gravity. Paper presented at 36th International Workshop on Qualitative Reasoning, Krakow, Poland.
  • IguideME: Supporting Self-Regulated Learning and Academic Achievement with Personalized Peer-Comparison Feedback in Higher Education
    Fleur, D. S., Marshall, M., Pieters, M., Brouwer, N., Oomens, G., Konstantinidis, A., Winnips, K., Moes, S., van den Bos, W., Bredeweg, B., & van Vliet, E. A. (2023). IguideME: Supporting Self-Regulated Learning and Academic Achievement with Personalized Peer-Comparison Feedback in Higher Education. Journal of Learning Analytics, 10(2), 100-114. https://doi.org/10.18608/jla.2023.7853
  • Implicaties van grote taal modellen voor het onderwijs
    Bredeweg, B. (2023). Implicaties van grote taal modellen voor het onderwijs. Digital or Visual Products, HvA Applied AI. https://youtu.be/YXvkfyswEfE
  • Stargazing live!
    Bredeweg, B., Kragten, M., Holt, J., Vaendel, D., Hanse, J., & Bloemen, S. (2023). Stargazing live! inspiring with real data in a mobile planetarium and learning through conceptual modelling. In C. Frasson, P. Mylonas, & C. Troussas (Eds.), Augmented intelligence and intelligent tutoring systems - 19th International Conference, ITS 2023, Proceedings (Vol. 13891, pp. 257-269). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 13891 LNCS). Springer, Cham. https://doi.org/10.1007/978-3-031-32883-1_22
  • The Dutch Black Hole Consortium
    Bouisaghouane, I., Holt, J., Bredeweg, B., & Russo, P. (2023). The Dutch Black Hole Consortium: How can modern science support concept learning in primary education to motivate and engage learners from all backgrounds?. Poster session presented at Astronomy Education 2023, Toronto, Canada. https://astroedjournal.org/index.php/ijae/article/view/114
  • Learning with Interactive Knowledge Representations
    Bredeweg, B., Kragten, M., Holt, J., Kruit, P., van Eijck, T., Pijls, M., Bouwer, A., Sprinkhuizen, M., Jaspar, E., & de Boer, M. (2023). Learning with Interactive Knowledge Representations. Applied Sciences, 13(9), Article 5256. https://doi.org/10.3390/app13095256
  • Grounding Causality in Bayesian Networks Using Qualitative Reasoning
    Munch, M., Kansou, K., Bredeweg, B., Baudrit, C., & Wuillemin, P.-H. (2023). Grounding Causality in Bayesian Networks Using Qualitative Reasoning. Paper presented at 36th International Workshop on Qualitative Reasoning, Krakow, Poland.
  • Informal Learning in a Public Library Makerspace for Youth in the Netherlands
    Pijls, M., van Eijck, T., & Bredeweg, B. (2023). Informal Learning in a Public Library Makerspace for Youth in the Netherlands. In R. M. Klapwijk, J. Gu, Q. Yang, & M. J. de Vries (Eds.), Maker Education Meets Technology Education: Reflections on Good Practices (pp. 51-63). (International Technology Education Studies; Vol. 19). Brill Publishers. https://doi.org/10.1163/9789004681910_004
  • Learning about circular motion of celestial bodies with interactive qualitative representations
    Kragten, M., & Bredeweg, B. (2023). Learning about circular motion of celestial bodies with interactive qualitative representations. In N. Wang, G. Rebolledo-Mendez, V. Dimitrova, N. Matsuda, & O. C. Santos (Eds.), Artificial intelligence in education. Posters and late breaking results, workshops and tutorials, industry and innovation tracks, practitioners, doctoral consortium and Blue Sky - 24th International Conference, AIED 2023, Proceedings: Communications in Computer and Information Science (Vol. 1831, pp. 314-320). (Communications in Computer and Information Science; Vol. 1831 CCIS).. https://doi.org/10.1007/978-3-031-36336-8_49
  • STEM-netwerk
    Van der Zee, S., Bredeweg, B., Embrechts, A., Hotze, A., Jonker, V., Keijzer, R., Kruiskamp, M., Nieveen, N., Muller-van der Molen, A., Pennink, D., Pijls, M., & Poortman, C. (2023). STEM-netwerk: leren van een landelijk lerend netwerk. Tijdschrift voor Lerarenopleiders, 44(2), 21-36.
  • Stargazing Live! Inspiring with semi-live astronomy data; teaching curriculum topics using smart education tools.
    Holt, J., Hanse, J., Vaendel, D., Kragten, M., Bredeweg, B., Bloemen, S., Baan, M., & Groot, P. (2022). Stargazing Live! Inspiring with semi-live astronomy data; teaching curriculum topics using smart education tools. In Proceedings for the 4th Shaw-IAU Workshop on Astronomy for Education: Leveraging the potential of astronomy in formal education (pp. 190-192). International Astronomical Union (IAU).
  • Pilot Maakonderwijs STAIJ – Mokum Maakcoalitie
    Pijls, M. H. J., & Bredeweg, B. (2022). Pilot Maakonderwijs STAIJ – Mokum Maakcoalitie: Resultaten van het onderzoek.
  • Exploring embedded computational thinking in STEM teacher education
    Pennink, D., Dekker, I., Calor, S., Pijls, M., & Bredeweg, B. (2022). Exploring embedded computational thinking in STEM teacher education. In M. Specht, X. Zhang, C. Glahn, & N. Fanchamps (Eds.), CTE-STEM 2022 Conference (pp. 90-91). Technische Universiteit Delft. https://doi.org/10.34641/ctestem.2022.454
  • Requirements and challenges for hybrid intelligence
    Bredeweg, B., & Kragten, M. (2022). Requirements and challenges for hybrid intelligence: a case-study in education. Frontiers in Artificial Intelligence, 5, Article 891630. https://doi.org/10.3389/frai.2022.891630
  • Learning Domain Knowledge and Systems Thinking using Qualitative Representations in Secondary Education (grade 10-12)
    Kragten, M., Jaspar, E., & Bredeweg, B. (2022). Learning Domain Knowledge and Systems Thinking using Qualitative Representations in Secondary Education (grade 10-12). In N. Agell, & K. D. Forbus (Eds.), Proceedings of the QR 2022 35th International Workshop on Qualitative Reasoning Vienna July 23rd, 2022: Co-located at International Conference on Artificial Intelligence (IJCAI’22) (pp. 13-22)
  • Solving domain-specific problems with computational thinking
    Calor, S., Dekker, I., Pennink, D., & Bredeweg, B. (2022). Solving domain-specific problems with computational thinking. In M. Specht, X. Zhang, C. Glahn, & N. Fanchamps (Eds.), CTE-STEM 2022 Conference (pp. 83-85). Technische Universiteit Delft. https://doi.org/10.34641/ctestem.2022.470
  • Designing for Self-awareness: Supporting Students’ Reflexive Interactions Based on Photos
    ten Brink, M., Witschge, T., Bredeweg, B., & Schouten, B. (2022). Designing for Self-awareness: Supporting Students’ Reflexive Interactions Based on Photos. In Proceedings of the 14th Creativity and Cognition 2022 (pp. 161-170). (ACM Creativity and Cognition Conference Series). Association for Computing Machinery. https://doi.org/10.1145/3527927.3532807
  • Hoe te komen tot bewijsgestuurd onderwijsontwerp?
    Doornenbal, J.-W., Bredeweg, B., & Dekker, I. (2022). Hoe te komen tot bewijsgestuurd onderwijsontwerp?. Paper presented at D2L Connection Event Benelux, Nijmegen, Netherlands.
  • Food modelling strategies and approaches for knowledge transfer
    Kansou, K., Laurier, W., Charalambides, M. N., Della-Valle, G., Djekic, I., Feyissa, A. H., Marra, F., Thomopoulos, R., & Bredeweg, B. (2022). Food modelling strategies and approaches for knowledge transfer. Trends in Food Science & Technology, 120, 363-373. https://doi.org/10.1016/j.tifs.2022.01.021
  • Smart Education
    Bouwer, A., Dekker, I., & Bredeweg, B. (2022). Smart Education: Derde projectjaar. Hogeschool van Amsterdam, Faculteit Onderwijs en Opvoeding. https://www.hva.nl/binaries/content/assets/subsites/kc-oo/smart-education/smart-education-hva_2021.pdf
  • Activities and experiences of children and makerspace coaches during after school and school programs in a public library makerspace
    Pijls, M., van Eijck, T., Kragten, M., & Bredeweg, B. (2022). Activities and experiences of children and makerspace coaches during after school and school programs in a public library makerspace. Journal for STEM education research, 5(2), 163-186. https://doi.org/10.1007/s41979-022-00070-w
  • Representation-driven mixed initiative in computer supported collaborative learning in secondary education
    Kragten, M., Pijls, M., Jaspar, E., Sprinkhuizen, M., & Bredeweg, B. (2022). Representation-driven mixed initiative in computer supported collaborative learning in secondary education. In I. Hilliger, P. J. Muñoz-Merino, T. De Laet, A. Ortega-Arranz, & T. Farrell (Eds.), Educating for a new future: making sense of technology-enhanced learning adoption (pp. 159-172). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 13450 LNCS). Springer. https://doi.org/10.1007/978-3-031-16290-9_12
  • Metacognition
    Fleur, D. S., Bredeweg, B., & van den Bos, W. (2021). Metacognition: ideas and insights from neuro- and educational sciences. npj Science of Learning, 6(1), Article 13. https://doi.org/10.1038/s41539-021-00089-5
  • Students’ attitude towards technology enhanced photovoice to support critical reflection
    ten Brink, M., Bredeweg, B., & Schouten, B. (2021). Students’ attitude towards technology enhanced photovoice to support critical reflection. In F. De la Prieta, R. Gennari, M. Temperini, T. Di Mascio, P. Vittorini, Z. Kubincova, E. Popescu, D. Rua Carneiro, L. Lancia, & A. Addone (Eds.), Methodologies and intelligent systems for technology enhanced Learning, 11th International Conference (pp. 32-41). (Lecture Notes in Networks and Systems; Vol. 326). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-030-86618-1_4
  • Learning Domain Knowledge and Systems Thinking using Qualitative Representations in Secondary Education (grade 8-9)
    Spitz, L., Kragten, M., & Bredeweg, B. (2021). Learning Domain Knowledge and Systems Thinking using Qualitative Representations in Secondary Education (grade 8-9). Paper presented at 34th International Workshop on Qualitative Reasoning, Montreal, Canada. https://www.qrg.northwestern.edu/qr2021/program.html
  • Learning Domain Knowledge and Systems Thinking using Qualitative Representations in Secondary Education (grade 9-10)
    Kragten, M., Spitz, L., & Bredeweg, B. (2021). Learning Domain Knowledge and Systems Thinking using Qualitative Representations in Secondary Education (grade 9-10). Paper presented at 34th International Workshop on Qualitative Reasoning, Montreal, Canada. https://www.qrg.northwestern.edu/qr2021/program.html
  • Qualitative Representations for Systems Thinking in Secondary Education
    Bredeweg, B., Kragten, M., & Spitz, L. (2021). Qualitative Representations for Systems Thinking in Secondary Education. Paper presented at 34th International Workshop on Qualitative Reasoning, Montreal, Canada. https://www.qrg.northwestern.edu/qr2021/program.html
  • Exploring the working and effectiveness of norm-model feedback in conceptual modelling
    Spitz, L., Kragten, M., & Bredeweg, B. (2021). Exploring the working and effectiveness of norm-model feedback in conceptual modelling: a preliminary report. In I. Roll, D. McNamara, S. Sosnovsky, R. Luckin, & V. Dimitrova (Eds.), Artificial Intelligence in Education: 22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14–18, 2021 : proceedings (II ed., Vol. LNCS 12749, pp. 325-330). (Lecture Notes in Artificial Intelligence). Springer. https://doi.org/10.1007/978-3-030-78270-2_58
  • Learning about systems by developing interactive diagrams
    Bredeweg, B., Kragten, M., & Spitz, L. (2021). Learning about systems by developing interactive diagrams. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), 13th International Conference on Education and New Learning Technologies, 5th-6th July, 2021: online proceedings (pp. 6119-6123). (13th International Conference on Education and New Learning Technologies). International Association of Technology, Education and Development. https://doi.org/10.21125/edulearn.2021.1232
  • Makers! Leren in de Amsterdamse maakplaatsen
    Pijls, M., van Eijck, T., Kragten, M., & Bredeweg, B. (2021). Makers! Leren in de Amsterdamse maakplaatsen. Paper presented at VELON2021, Netherlands.
  • Smart Education (website)
    Bredeweg, B., & Bouwer, A. J. (2021). Smart Education (website). Web publication or website, Hogeschool van Amsterdam, Faculteit Onderwijs en Opvoeding. https://www.hva.nl/smarteducation
  • Smart Education
    Bouwer, A., & Bredeweg, B. (2021). Smart Education: Tweede projectjaar. Hogeschool van Amsterdam, Faculteit Onderwijs en Opvoeding. https://www.hva.nl/binaries/content/assets/subsites/kc-oo/smart-education/smart-education_hva_projectjaar_2020.pdf
  • Self-construction and interactive simulations to support the learning of drawing graphs and reasoning in mathematics
    Palha, S., Bouwer, A., Bredeweg, B., & Keulen, S. (2020). Self-construction and interactive simulations to support the learning of drawing graphs and reasoning in mathematics. In V. Kumar, & C. Troussas (Eds.), Intelligent Tutoring Systems - 16th International Conference, ITS 2020, Proceedings (pp. 364-370). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 12149 LNCS). Springer. https://doi.org/10.1007/978-3-030-49663-0_43
  • Interactieve Concept Cartoons
    Bredeweg, B., & Kruit, P. (2020). Interactieve Concept Cartoons. Web publication or website, Hogeschool van Amsterdam. https://conceptcartoons.nl
  • Smart Education
    Bredeweg, B., & Bouwer, A. (2020). Smart Education. Web publication or website, Hogeschool van Amsterdam, Faculteit Onderwijs en Opvoeding. https://www.hva.nl//smarteducation
  • Ein konzeptuelles Maintenance-Modell – reaktiv oder proaktiv?
    Schabasser, C., & Bredeweg, B. (2020). Ein konzeptuelles Maintenance-Modell – reaktiv oder proaktiv? ZWF Zeitschrift fuer Wirtschaftlichen Fabrikbetrieb, 115(1-2), 61-64. https://doi.org/10.3139/104.112230
  • Smart Education
    Bouwer, A., & Bredeweg, B. (2020). Smart Education. Hogeschool van Amsterdam, Faculteit Onderwijs en Opvoeding. https://www.hva.nl/kc-onderwijs-opvoeding/gedeelde-content/contentgroep/smart-education/home
  • Exploring the Design and Impact of Online Exercises for Teacher Training About Dynamic Models in Mathematics
    ter Horst, C., Kubbe, L., van de Rotten, B., Peters, K., Bouwer, A., & Bredeweg, B. (2020). Exploring the Design and Impact of Online Exercises for Teacher Training About Dynamic Models in Mathematics. In C. Alario-Hoyos, M. J. Rodríguez-Triana, M. Scheffel, I. Arnedillo-Sánchez, & S. M. Dennerlein (Eds.), Addressing Global Challenges and Quality Education: 15th European Conference on Technology Enhanced Learning, EC-TEL 2020 Heidelberg, Germany, September 14–18, 2020 Proceedings (pp. 398-403). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 12315 LNCS). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-57717-9_34
  • Interactive concept cartoons
    Kruit, P., & Bredeweg, B. (2020). Interactive concept cartoons: exploring an instrument for developing scientific literacy. In C. Alario-Hoyos, M. J. Rodríguez-Triana, M. Scheffel, I. Arnedillo-Sánchez, & S. M. Dennerlein (Eds.), Addressing global challenges and quality education: 15th European Conference on Technology Enhanced Learning, EC-TEL 2020 (pp. 404-409). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 12315 LNCS). Springer. https://doi.org/10.1007/978-3-030-57717-9_35
  • Learning analytics dashboard for motivation and performance
    Fleur, D. S., van den Bos, W., & Bredeweg, B. (2020). Learning analytics dashboard for motivation and performance. In V. Kumar, & C. Troussas (Eds.), Intelligent Tutoring Systems (pp. 411-419). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-030-49663-0_51
  • Kunstmatige Intelligentie in het onderwijs
    Bredeweg, B. (2019). Kunstmatige Intelligentie in het onderwijs: leren met interactieve kennisrepresentaties. Hogeschool van Amsterdam.
  • Ein konzeptionelles Modell des Online-Lernens
    Schabasser, C., & Bredeweg, B. (2019). Ein konzeptionelles Modell des Online-Lernens. Information-Wissenschaft und Praxis, 70(4), 192-198. https://doi.org/10.1515/iwp-2019-2027
  • Analysing visitor flow using a bluetooth positioning system
    Van Den Ham, P., & Bredeweg, B. (2019). Analysing visitor flow using a bluetooth positioning system. 1-2. Paper presented at 31st Benelux Conference on Artificial Intelligence and the 28th Belgian Dutch Conference on Machine Learning, BNAIC/BENELEARN 2019, Brussels, Belgium. http://ceur-ws.org/Vol-2491/abstract118.pdf
  • StudyGotchi
    Hellings, J., Leek, P., & Bredeweg, B. (2019). StudyGotchi: Tamagotchi-like game-mechanics to motivate students during a programming course. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming learning with meaningful technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019 Delft, The Netherlands, September 16–19, 2019 : Proceedings (pp. 622-625). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-030-29736-7_53
  • Automating Reference-based Feedback for Learning Conceptual Knowledge in Secondary Education
    Kada, Y., & Bredeweg, B. (2018). Automating Reference-based Feedback for Learning Conceptual Knowledge in Secondary Education. In Benelux Conference on Artificial Intelligence, Den Bosch, Netherlands (pp. 95-96). (Belgian/Netherlands Artificial Intelligence Conference).
  • Testing scientific models using Qualitative Reasoning: Application to cellulose hydrolysis
    Kansou, K., Rémond, C., Paës, G., Bonnin, E., Tayeb, J., & Bredeweg, B. (2017). Testing scientific models using Qualitative Reasoning: Application to cellulose hydrolysis. Scientific Reports, 7. https://doi.org/10.1038/s41598-017-14281-4
  • Can learning by qualitative modelling be deployed as an effective method for learning Subject-Specific Content?
    Schlatter, E., Bredeweg, B., van Drie, J., & de Jong, P. (2017). Can learning by qualitative modelling be deployed as an effective method for learning Subject-Specific Content? In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data Driven Approaches in Digital Education (pp. 479-485). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-319-66610-5_46
  • Performance indicators for online secondary education
    van Diepen, P., & Bredeweg, B. (2017). Performance indicators for online secondary education: A case study. In B. Bredeweg, & T. Bosse (Eds.), BNAIC 2016: Artificial Intelligence - 28th Benelux Conference on Artificial Intelligence, Revised Selected Papers (pp. 169-177). (Communications in Computer and Information Science; Vol. 765). Springer Verlag. https://doi.org/10.1007/978-3-319-67468-1_12
  • Preface
    Bosse, T., & Bredeweg, B. (2017). Preface. In T. Bosse, & B. Bredeweg (Eds.), BNAIC 2016: Artificial Intelligence (Vol. 765, pp. V-VI). (Communications in Computer and Information Science). Springer. https://doi.org/10.1007/978-3-319-67468-1
  • Eindrapport VC3BI commissie
    Sandberg, J., Belleman, R., Bredeweg, B., Visser, A., Endriss, U., Roelofsen, F., Schaffner, C., van Schoot, T., Sluijter, B., & al., E. (2016). Eindrapport VC3BI commissie. UvA, FNWI.
  • Assessing learner-constructed conceptual models and simulations of dynamic systems
    Bredeweg, B., Liem, J., & Nicolaou, C. (2016). Assessing learner-constructed conceptual models and simulations of dynamic systems. In K. Verbert, M. Sharples, & T. Klobučar (Eds.), Adaptive and Adaptable Learning (pp. 357-362). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-319-45153-4_27
  • Learning Analytics Pilot with Coach2 - Searching for effective mirroring
    Brouwer, N., Bredeweg, B., Latour, S., Berg, A., & van der Huizen, G. (2016). Learning Analytics Pilot with Coach2 - Searching for effective mirroring. In K. Verbert, M. Sharples, & T. Klobučar (Eds.), Adaptive and Adaptable Learning (pp. 363-369). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-319-45153-4_28
  • Qualitative Representations for Education
    Bredeweg, B., & Forbus, K. D. (2016). Qualitative Representations for Education. In R. A. Sottilare, A. C. Graesser, X. Hu, A. M. Olney, B. D. Nye, & A. M. Sinatra (Eds.), Design Recommendations for Intelligent Tutoring Systems (Vol. 4, pp. 55-68). (A Book in the Adaptive Tutoring Series). US Army Research Laboratory.
  • Testing scientific models using a QR model: Application to cellulose biodegradation
    Bredeweg, B., & Kansou, K. (2016). Testing scientific models using a QR model: Application to cellulose biodegradation. In 29th International workshop on Qualitative Reasoning
  • Hypothesis assessment with qualitative reasoning: Modelling the Fontestorbes fountain
    Kansou, K., & Bredeweg, B. (2014). Hypothesis assessment with qualitative reasoning: Modelling the Fontestorbes fountain. Ecological Informatics, 19, 71-89. https://doi.org/10.1016/j.ecoinf.2013.10.007
  • Towards Assessing and Grading Learner Created Conceptual Models
    Bredeweg, B., Nicolaou, C. T., Liem, J., & Constantinou, C. P. (2014). Towards Assessing and Grading Learner Created Conceptual Models. In S. Trausan-Matu, C. E. Boyer, M. Crosby, & K. Panourgia (Eds.), Intelligent Tutoring Systems (pp. 442-447). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-319-07221-0_55
  • Support options provided and required for modeling with DynaLearn - A case study
    Or-Bach, R., & Bredeweg, B. (2013). Support options provided and required for modeling with DynaLearn - A case study. Education and Information Technologies, 18(4), 621-639. https://doi.org/10.1007/s10639-012-9194-z
  • DynaLearn - An Intelligent Learning Environment for Learning Conceptual Knowledge
    Bredeweg, B., Liem, J., Beek, W., Linnebank, F., Gracia, J., Lozano, E., Wißner, M., Bühling, R., Salles, P., Noble, R., Zitek, A., Borisova, P., & Mioduser, D. (2013). DynaLearn - An Intelligent Learning Environment for Learning Conceptual Knowledge. The AI Magazine, 34(4), 46-65.
  • Guest Editorial: Special Section on Learning Systems for Science and Technology Education
    Bredeweg, B., McLaren, B. M., & Biswas, B. (2013). Guest Editorial: Special Section on Learning Systems for Science and Technology Education. IEEE Transactions on Learning Technologies, 6(3), 194-196. https://doi.org/10.1109/TLT.2013.30
  • How plants changed the world: Using qualitative reasoning to explain plant macroevolution's effect on the long-term carbon cycle
    Kansou, K., Nuttle, T., Farnsworth, K., & Bredeweg, B. (2013). How plants changed the world: Using qualitative reasoning to explain plant macroevolution's effect on the long-term carbon cycle. Ecological Informatics, 17, 117-142. https://doi.org/10.1016/j.ecoinf.2013.02.004
  • Learning by Conceptual Modeling - Changes in Knowledge Structure and Content
    Zitek, A., Poppe, M., Stelzhammer, M., Muhar, S., & Bredeweg, B. (2013). Learning by Conceptual Modeling - Changes in Knowledge Structure and Content. IEEE Transactions on Learning Technologies, 6(3), 217-227. https://doi.org/10.1109/TLT.2013.7
  • Question Generation and Adaptation Using a Bayesian Network of the Learner’s Achievements
    Wißner, M., Linnebank, F., Liem, J., Bredeweg, B., & André, E. (2013). Question Generation and Adaptation Using a Bayesian Network of the Learner’s Achievements. In H. C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Artificial Intelligence in Education (pp. 729-732). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-642-39112-5_99
  • Scripting the Collaboration for Exploiting the Learning Affordances of a Modeling Environment
    Or-Bach, R., & Bredeweg, B. (2013). Scripting the Collaboration for Exploiting the Learning Affordances of a Modeling Environment. Issues in Informing Science and Information Technology, 10, 401-411.
  • Collaborative Reflection activities with DynaLearn
    Or-Bach, R., & Bredeweg, B. (2012). Collaborative Reflection activities with DynaLearn. In Proceedings of the:12th IEEE International Conference on Advanced Learning Technologies : ICALT 2012 (pp. 134-137). IEEE Computer Society. https://doi.org/10.1109/ICALT.2012.78
  • Context-dependent help for novices acquiring conceptual systems knowledge in DynaLearn
    Beek, W., & Bredeweg, B. (2012). Context-dependent help for novices acquiring conceptual systems knowledge in DynaLearn. In S. A. Cherri, W. J. Clancey, G. Papadourakis, & K. Panourgia (Eds.), Intelligent Tutoring Systems (pp. 292-297). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-642-30950-2_38
  • Increasing Learners’ Motivation through Pedagogical Agents: The Cast of Virtual Characters in the DynaLearn ILE
    Wißner, M., Beek, W., Lozano, E., Mehlmann, G., Linnebank, F., Liem, J., Häring, M., Bühling, R., Gracia, J., Bredeweg, B., & André, E. (2012). Increasing Learners’ Motivation through Pedagogical Agents: The Cast of Virtual Characters in the DynaLearn ILE. In M. Beer, C. Brom, F. Dignum, & V.-W. Soo (Eds.), Agents for Educational Games and Simulations (pp. 151-165). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-642-32326-3_10
  • Providing Feedback for common problems in learning by conceptual modeling using expectation-driven consistency maintenance
    Beek, W. G. J., & Bredeweg, B. (2012). Providing Feedback for common problems in learning by conceptual modeling using expectation-driven consistency maintenance. In 26th International Workshop on Qualitative Reasoning (QR’26), Playa del Rey, CA, USA
  • Qualitative model patterns: a toolkit for learning by modelling
    Salles, P., Bredeweg, B., Noble, R., Zitek, A., & Souza, A. (2012). Qualitative model patterns: a toolkit for learning by modelling. In 26th International Workshop on Qualitative Reasoning (QR’26), Playa del Rey, CA, USA
  • Simulation preferences - Means towards usable QR engines
    Bredeweg, B., & Linnebank, F. E. (2012). Simulation preferences - Means towards usable QR engines. In 26th International Workshop on Qualitative Reasoning (QR’26), Playa del Rey, CA, USA
  • Character roles and interaction in the DynaLearn Intelligent Learning Environment
    Wißner, M., Beek, W., Lozano, E., Mehlmann, G., Linnebank, F., Liem, J., Häring, M., Bühling, R., Gracia, J., Bredeweg, B., & André, E. (2011). Character roles and interaction in the DynaLearn Intelligent Learning Environment. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Artificial Intelligence in Education (pp. 585-587). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-642-21869-9_109
  • Context-Dependent Help for the DynaLearn Modelling and Simulation Workbench
    Beek, W., Bredeweg, B., & Latour, S. (2011). Context-Dependent Help for the DynaLearn Modelling and Simulation Workbench. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Artificial Intelligence in Education (pp. 420-422). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-642-21869-9_56
  • Evaluating the effects of a new qualitative simulation software (DynaLearn) on learning behavior, factual and causal understanding
    Zitek, A., Poppe, M., Stelzhammer, M., Muhar, S., & Bredeweg, B. (2011). Evaluating the effects of a new qualitative simulation software (DynaLearn) on learning behavior, factual and causal understanding. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Artificial Intelligence in Education (pp. 594-596). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-642-21869-9_112
  • International workshop on learning by modelling in science education
    Bredeweg, B., & Salles, P. (2011). International workshop on learning by modelling in science education. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Artificial Intelligence in Education (pp. 633). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-642-21869-9_133
  • Knowledgeable Feedback via a Cast of Virtual Characters with Different Competences
    Beek, W., Liem, J., Linnebank, F., Bühling, R., Wißner, M., Lozano, E., Gracia del Río, J., & Bredeweg, B. (2011). Knowledgeable Feedback via a Cast of Virtual Characters with Different Competences. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Artificial Intelligence in Education (pp. 620). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-642-21869-9_121
  • Pair modeling with DynaLearn - Students' attitudes and actual effects
    Or-Bach, R., & Bredeweg, B. (2011). Pair modeling with DynaLearn - Students' attitudes and actual effects. Interdisciplinary Journal of Information, Knowledge, and Management, 6, 119-135. https://doi.org/10.28945/1371
  • Semantic feedback for the enrichment of conceptual models
    Lozano, E., Gracia, J., Liem, J., Gómez-Pérez, A., & Bredeweg, B. (2011). Semantic feedback for the enrichment of conceptual models. In KCAP 2011 (pp. 187-188). Association for Computing Machinery. https://doi.org/10.1145/1999676.1999718
  • Use of the DynaLearn learning environment by naïve student modelers: Implications for automated support
    Noble, R., & Bredeweg, B. (2011). Use of the DynaLearn learning environment by naïve student modelers: Implications for automated support. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Artificial Intelligence in Education (pp. 519-521). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-642-21869-9_88
  • How can we cope with the complexity of the environment? A "Learning by modelling" approach using qualitative reasoning for developing causal models and simulations with focus on Sustainable River Catchment Management
    Poppe, M., Zitek, A., Salles, P., Bredeweg, B., & Muhar, S. (2010). How can we cope with the complexity of the environment? A "Learning by modelling" approach using qualitative reasoning for developing causal models and simulations with focus on Sustainable River Catchment Management. Geophysical Research Abstracts, 12.
  • A categorization of KR&R methods for requirement analysis of a query answering knowledge base
    Chaudhri, V. K., Bredeweg, B., Fikes, R., McIlraith, S., & Wellman, M. P. (2010). A categorization of KR&R methods for requirement analysis of a query answering knowledge base. Frontiers in Artificial Intelligence and Applications, 209, 158-171. https://doi.org/10.3233/978-1-60750-535-8-158
  • Acquiring Conceptual Knowledge about How Systems Behave
    Liem, J., Bredeweg, B., Linnebank, F., Bühling, R., Wißner, M., Gracia del Río, J., Beek, W., & Gómez Pérez, A. (2010). Acquiring Conceptual Knowledge about How Systems Behave. In V. Aleven, J. Kay, & J. Mostow (Eds.), Intelligent Tutoring Systems (Vol. 2, pp. 448). (Lecture Notes in Computer Science). Springer. https://doi.org/10.1007/978-3-642-13437-1_105
  • A survey on education and training in ecological informatics
    Salles, P., Bredeweg, B., & Pizzigatti Correa, P. L. (2010). A survey on education and training in ecological informatics. 162--164.
  • Differentiating qualitative representations into learning spaces
    Liem, J., Beek, W., & Bredeweg, B. (2010). Differentiating qualitative representations into learning spaces. In J. de Kleer, & K. D. Forbus (Eds.), 24th International Workshop on Qualitative Reasoning (QR’10), Portland, Oregon, USA (pp. 37-46). Qualitative Reasoning Group, Northwestern University.
  • DynaLearn: architecture and approach for investigating conceptual system knowledge acquisition
    Bredeweg, B., Liem, J., Linnebank, F., Bühling, R., Wißner, M., Gracia del Río, J., Salles, P., Beek, W., & Gómez Pérez, A. (2010). DynaLearn: architecture and approach for investigating conceptual system knowledge acquisition. In V. Aleven, J. Kay, & J. Mostow (Eds.), Intelligent Tutoring Systems (Vol. 2, pp. 272-274). (Lecture Notes In Computer Science). Springer. https://doi.org/10.1007/978-3-642-13437-1_42
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