Dawit Tibebu Tiruneh
Dawit Tibebu Tiruneh is a Research Associate at the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge. He is a member of the RISE Ethiopia research program. He completed his PhD in Educational Sciences at the University of Leuven, Belgium. Before joining the REAL Centre, he was a postdoctoral fellow at the East China Normal University in Shanghai, China. His research interests include instructional design, development of 21st-century skills, school effectiveness, and educational access and equity. Before his PhD, Dawit taught for several years at the Faculty of Education in Bahir Dar University, Ethiopia.
School Effectiveness; Equity in Education; Instructional Design
PhD in Educational Sciences
Learning Environments for Critical Thinking: The Added Value of Instructional Design Research
Ngajie, B. N., Li, Y., Tiruneh, D. T., & Cheng, M. (2020). Investigating the Effects of a Systematic and Model-Based Design of Computer-Supported Argument Visualization on Critical Thinking. Thinking Skills and Creativity. doi: https://doi.org/https://doi.org/10.1016/j.tsc.2020.100742
Tiruneh, D. T., Gu, X., De Cock, M., Elen, J. (2018). Systematic design of domain-specific instruction on near and far transfer of critical thinking skills. International Journal of Educational Research, 87, 1-11, doi: 10.1016/j.ijer.2017.10.005.
Tiruneh, D. T., De Cock, M., Elen, J. (2018). Designing Learning Environments for Critical Thinking: Examining Effective Instructional Approaches. International Journal of Science and Mathematics Education, 6(16), 1065-1089. doi: 10.1007/s10763-017-9829-z.
Tiruneh, D. T., Weldeslassie, A., De Cock, M., Elen, J., Janssen, R. (2017). Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism. International Journal of Science and Mathematics Education, 15, 663–682. doi: 10.1007/s10763-016-9723-0.
Tiruneh, D. T., Weldeslassie, A., Kassa, A., Tefera, Z., De Cock, M., Elen, J. (2016). Systematic design of a learning environment for domain-specific and domain-general critical thinking skills. Educational Technology Research and Development, 64(3), 481-505.