H.W. Steenbeek
H.W. Steenbeek
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Explaining after by before: Basic aspects of a dynamic systems approach to the study of development
P Van Geert, H Steenbeek
Developmental review 25 (3-4), 408-442, 2005
The dynamics of scaffolding
P van Geert, H Steenbeek
New ideas in Psychology 23 (3), 115-128, 2005
A theory and dynamic model of dyadic interaction: Concerns, appraisals, and contagiousness in a developmental context
HW Steenbeek, PLC van Geert
Developmental Review 27 (1), 1-40, 2007
The emergence of learning-teaching trajectories in education: A complex dynamic systems approach
H Steenbeek, P van Geert
Nonlinear dynamics, psychology, and life sciences 17 (2), 233-267, 2013
An empirical validation of a dynamic systems model of interaction: do children of different sociometric statuses differ in their dyadic play?
H Steenbeek, P Van Geert
Developmental science 11 (2), 253-281, 2008
Scaffolding dynamics and the emergence of problematic learning trajectories
H Steenbeek, L Jansen, P van Geert
Learning and Individual Differences 22 (1), 64-75, 2012
A dynamic network model to explain the development of excellent human performance
RJR Den Hartigh, MWG Van Dijk, HW Steenbeek, PLC Van Geert
Frontiers in Psychology 7, 532, 2016
A dynamic systems model of dyadic interaction during play of two children
H Steenbeek, P van Geert
European Journal of Developmental Psychology 2 (2), 105-145, 2005
A complexity and dynamic systems approach to development: measurement, modeling, and research
P Van Geert, H Steenbeek
Mind, brain, and education. Cambridge University Press, 2005
The good, the bad and the ugly? The dynamic interplay between educational practice, policy and research
P Van Geert, H Steenbeek
Complicity: An International Journal of Complexity and Education 11 (2), 2014
A process approach to children's understanding of scientific concepts: A longitudinal case study
S Van Der Steen, H Steenbeek, M Van Dijk, P Van Geert
Learning and Individual Differences 30, 84-91, 2014
Stability of three methods for two-dimensional sociometric status determination based on the procedure of Asher, Singleton, Tinsley and Hymel
GH Maassen, H Steenbeek, P Geert
Social Behavior and Personality: an international journal 32 (6), 535-550, 2004
Assessment of preschooler’s scientific reasoning in adult–child interactions: What is the optimal context?
HB Meindertsma, MWG van Dijk, HW Steenbeek, PLC van Geert
Research in Science Education 44 (2), 215-237, 2014
Teaching students with Autism Spectrum Disorders: What are the needs of educational professionals?
S Van Der Steen, CH Geveke, AT Steenbakkers, HW Steenbeek
Teaching and Teacher Education 90, 103036, 2020
Modeling development and change
W Lowie, T Caspi, P Van Geert, H Steenbeek
A dynamic approach to second language development, 99-122, 2011
Understanding mind, brain, and education as a complex, dynamic developing system: Measurement, modeling, and research
P Van Geert, H Steenbeek
The educated brain: Essays in neuroeducation, 71-94, 2008
Application of skill theory to compare scientific reasoning of young children in different tasks
H Meindertsma, MWG Van Dijk, H Steenbeek, PLC Van Geert
Netherlands Journal of Psychology 67 (1), 9-19, 2012
Brains and the dynamics of “wants” and “cans” in learning
P Van Geert, H Steenbeek
Mind, Brain, and Education 2 (2), 62-66, 2008
Differences in problems of motivation in different special groups
ES Kunnen, HW Steenbeek
Child: Care, Health and Development 25 (6), 429-446, 1999
Ask, don't tell; A complex dynamic systems approach to improving science education by focusing on the co-construction of scientific understanding
S van Vondel, H Steenbeek, M van Dijk, P van Geert
Teaching and Teacher Education 63, 243-253, 2017
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