Erik De Corte


Erik De Corte
Emeritus Professor, University of Leuven, Belgium

Bio and Research Interest

Contributing to the development of theories of learning from instruction with a focus on the following topics: learning and teaching of problem-solving and learning skills; metacognitive, affective/emotional and epistemological aspects of learning; design and evaluation of powerful learning environments; mathematics learning and teaching. 

Founder of the European Association for Research on Learning and Instruction (EARLI)

 

PhD

Theoretical and empirical study on the determination, formulation, classification and evaluation of the cognitive objectives of mathematics education at the primary school (March 1970)

Awards and Honors

Fellow of the National Academy of Education of the United States

Fellow of the International Academy of Education (President 1998-2006)

Fellow of the American Educational Research Association

Fellow of the Russian Academy of Pedagogical and Social Sciences   

Fellow of the Academia Europaea 

Oeuvre Award for Outstanding Contributions to the Science of Learning and Instruction of the European Association for Research on Learning and Instruction (EARLI)

Doctor honoris causa of the Rand Afrikaans University, Johannesburg, South Africa (2000)

Doctor honoris causa of the University of the Free State, Bloemfontein, South Africa (2003)

 

Publications

Mevarech, Z,R., Verschaffel, L., & De Corte, E. (2018). Metacognitive pedagogies in mathematics classrooms. From kindergarten to college and beyond. In D.H. Schunk & J.A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd edition). (pp. 109 – 123). New York/London: Routledge.

De Corte E., Engwall, L., & Teichler, U. (2016). From Books to MOOCs? Emerging models of learning and teaching in higher education. London: Portland Press. 

Depaepe, F., De Corte, E., & Verschaffel, L. (2016). Mathematical epistemological beliefs. In J.A. Greene, W.A. Sandoval & I. Braten (Eds.), Handbook of epistemic cognition (pp. 147-164). New York/London: Routledge.

De Corte, E. (2015). Mathematics-related beliefs of Ecuadorian students of grades 8–10. International Journal of Educational Research, 72, 1-13.

De Corte, E. Mason, L., Depaepe, F., & Verschaffel, L. (2011). Self-regulation of mathematical knowledge and skills. In B.J. Zimmerman & D.H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 155-172).New York: Routledge.

De Corte, E., Verschaffel, L., & Masui, C. (2004). The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving. European Journal of Psychology of Education, 19, 365-384.

De Corte, E., & Weinert, F. E. (Eds.). (1996). International encyclopedia of developmental and instructional psychology. Oxford, UK: Elsevier Science.

De Corte E. (2019). Learning design: Creating powerful learning environments for self-regulation skills. Educational Studies Moscow, No 4, 30-46.

 

Contact Information

University of Leuven
Center for Instructional Psychology
and Technology (CIP&T)
Dekenstraat 2  Box 3773
B-3000 Leuven
Belgium
e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
URL: http://perswww.kuleuven.be/~u0004455

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