This research group studies learning and teaching from a domain-specific perspective. Questions concern learning and instruction of literacy, reasoning and creativity. These issues are studied in various school subjects or domains, varying from math to language education, and arts to history, biology and classical languages. In process studies we examine how students learn and how the quality of learning relates to student characteristics (e.g. interest, prior knowledge). In design research and intervention studies we study the effects of domain-specific instruction strategies, often combined with cross-domain methods on domain specific outcomes and thinking skills. Foci of research are effects of collaborative learning, observational learning and explicit teaching. Furthermore, the focus is on implications for professional development of teachers.