{
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      "name": "CC0 1.0 Universal",
      "url": "https://creativecommons.org/publicdomain/zero/1.0",
      "description": "To the extent possible under law, all copyright and related or neighbouring rights have been waived worldwide to the data made available through this API."
    },
    "documentation": "https://doi.org/10.5281/zenodo.14918287",
    "release_date": "2025-08-20T00:00:00",
    "funder": "https://doi.org/10.13039/501100003246",
    "ror_id": "https://ror.org/04jsz6e67",
    "date": "2026-11-05T00:00:00",
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  "projects": [
    {
      "project_id": "40.5.22395.011",
      "title": "Reflecteren op interpretatieproblemen in de quantummechanica als route naar epistemische cognitie bij leerlingen in het voortgezet onderwijs.",
      "funding_scheme_id": 4485,
      "funding_scheme": "NKO Programmaraad* Onderzoeksbeurzen voor Leraren Dudoc-Bèta 2021",
      "department": "Sociale en Geesteswetenschappen",
      "sub_department": "Nationaal Kennisinstituut Onderwijs",
      "start_date": "2022-09-01T00:00:00",
      "reporting_year": 2022,
      "summary_nl": "Quantummechanica is een nieuw onderdeel van natuurkundecurricula in het voortgezet onderwijs. Maar leerlingen vinden het lastig. Ze proberen klassieke en quantum-concepten tot één geheel te smeden, maar dat loopt spaak en blokkeert hen vervolgens. In de literatuur zijn verschillende didactische strategieën ter bevordering van conceptueel begrip voorgesteld. Ik richt me op één daarvan: leerlingen in aanraking brengen met filosofische discussies over de interpretatie van de quantummechanica, haar tegen-intuïtieve karakter, en haar betekenis voor ons natuurkundig wereldbeeld. Ik doe dit door drie lesactiviteiten te ontwerpen en deze te onderzoeken op hun effectiviteit voor begripsvorming van quantummechanica bij leerlingen.",
      "summary_en": "In secondary education, quantummechanics is a new part of the physics curriculum. Students, however, find it difficult. They try to integrate classical and quantum concepts into one single representation and the failure of that attempt frustrates them. Various didactic strategies to promote conceptual understanding, while preventing mentioned frustration, have been proposed in the literature. I focus on one of them: introducing students to philosophical discussions about the interpretation of quantum mechanics, its counterintuitive nature, and its significance for our physical worldview. I do this by designing three lesson activities and investigating their effectiveness for student understanding of quantum mechanics.",
      "award_amount": 204800,
      "grant_id": "https://doi.org/10.61686/NEBFG11579",
      "project_members": [
        {
          "role": "Main Applicant",
          "member_id": 475393,
          "last_name": "Haas",
          "initials": "E.P.J.",
          "first_name": "Paul",
          "prefix": "de",
          "organisation": "Kandinsky College",
          "organisation_id": 19373,
          "ror": "-",
          "active": true
        },
        {
          "role": "Project leader",
          "member_id": 475393,
          "last_name": "Haas",
          "initials": "E.P.J.",
          "first_name": "Paul",
          "prefix": "de",
          "organisation": "Kandinsky College",
          "organisation_id": 19373,
          "ror": "-",
          "active": true
        }
      ],
      "products": [
        {
          "title": "Pre-service teachers’ flexible use of classical and quantum ontologies during a Kundt’s tube analogy assignment",
          "year": 2025,
          "edition": "1",
          "start": 412,
          "end": 413,
          "type": "Productbijdrage",
          "url_open_access": "https://indico.cern.ch/event/1175859/page/39461-book-of-extended-abstracts",
          "journal_title": "Leiden University",
          "city": "Leiden",
          "authors": [
            {
              "last_name": "Barendsen",
              "initials": "E.",
              "first_name": "Erik",
              "role": "Auteur",
              "index_number": 3
            },
            {
              "last_name": "Stammes",
              "initials": "J.K.",
              "first_name": "Hanna",
              "role": "Auteur",
              "index_number": 2
            },
            {
              "last_name": "Regt",
              "initials": "H.W.",
              "first_name": "Henk",
              "prefix": "de",
              "role": "Auteur",
              "index_number": 4
            },
            {
              "last_name": "Haas",
              "initials": "E.P.J.",
              "first_name": "Paul",
              "prefix": "de",
              "role": "Auteur",
              "index_number": 1
            },
            {
              "last_name": "Logman",
              "initials": "P.",
              "role": "Editor"
            }
          ]
        },
        {
          "title": "Pre-service physics teachers’ use of conceptual and epistemic (meta-) cognitions during a Kundt’s tube - quantum well analogy assignment",
          "year": 2025,
          "type": "Overige Output",
          "authors": [
            {
              "last_name": "Barendsen",
              "initials": "E.",
              "first_name": "Erik",
              "role": "Maker",
              "index_number": 3
            },
            {
              "last_name": "Stammes",
              "initials": "J.K.",
              "first_name": "Hanna",
              "role": "Maker",
              "index_number": 2
            },
            {
              "last_name": "Regt",
              "initials": "H.W.",
              "first_name": "Henk",
              "prefix": "de",
              "role": "Maker",
              "index_number": 4
            },
            {
              "last_name": "Haas",
              "initials": "E.P.J.",
              "first_name": "Paul",
              "prefix": "de",
              "role": "Maker",
              "index_number": 1
            }
          ]
        },
        {
          "title": "Institute for Science Education (ISE) research presentation: Pre-service teachers use of ontologies and cognitions during a 'classical-quantum analogy' group-assignment.",
          "year": 2024,
          "type": "Overige Output",
          "authors": [
            {
              "last_name": "Haas",
              "initials": "E.P.J.",
              "first_name": "Paul",
              "prefix": "de",
              "role": "Maker"
            }
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    }
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}