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In this chapter, we report on the development of an augmented reality (AR) app for teaching the working of enzymes . The aim of the study presented was to investigate how teachers and developers can work together in creating technology for education, in this case AR for teaching biology. In the project, four teachers from two secondary schools participated in a Lesson Study (LS) team with educators and developers of teacher training institutes and a professionals specializing in creating applications for virtual and augmented reality. We report on the process of development, the resulting app and lessons as well as on the first experiences in the classroom. The main conclusion on the process concerns the integration between lesson design and app development. Basic preparations on acquainting teachers with the use of AR and its content need to be made before starting the design and development cycle. Regarding the app itself, we identified improvements on the way AR can be a more integrated part of the learning activities.
Wouter van Joolingen; Sui Lin Goei; Henri Matimba; Ryan Kyaw Thu Aung Ba; Teresa Pedro Gomez Dias. Developing and Integrating an Augmented Reality App for Teaching and Learning About Enzymes. Virtual and Augmented Reality, Simulation and Serious Games for Education 2021, 137 -150.
AMA StyleWouter van Joolingen, Sui Lin Goei, Henri Matimba, Ryan Kyaw Thu Aung Ba, Teresa Pedro Gomez Dias. Developing and Integrating an Augmented Reality App for Teaching and Learning About Enzymes. Virtual and Augmented Reality, Simulation and Serious Games for Education. 2021; ():137-150.
Chicago/Turabian StyleWouter van Joolingen; Sui Lin Goei; Henri Matimba; Ryan Kyaw Thu Aung Ba; Teresa Pedro Gomez Dias. 2021. "Developing and Integrating an Augmented Reality App for Teaching and Learning About Enzymes." Virtual and Augmented Reality, Simulation and Serious Games for Education , no. : 137-150.
Purpose The purpose of this paper is to explore the merits of lesson study (LS) as a research approach for research in (science) education. A lesson was developed to introduce students to model-based reasoning: a higher order thinking skill that is seen as one of the major reasoning strategies in science. Design/methodology/approach Participants of the LS team were three secondary school teachers and two educational researchers. Additionally, one participant fulfilled both roles. Both qualitative and quantitative data were used to investigate the effect of the developed lesson on students and to formulate focal points for using the LS as a research approach. Findings The developed lesson successfully familiarized students with model-based reasoning. Three main focal points were formulated for using LS as a research approach: (1) make sure that the teachers support the research question that the researchers bring into the LS cycle, (2) take into account that the lesson is supposed to answer a research question that might cause extra stress for the teachers in an LS team and (3) state the role of both researchers and teachers in an LS team clearly at the beginning of the LS cycle. Originality/value This study aims to investigate whether LS can be used as a research approach by the educational research community.
Susanne Jansen; Marie-Christine P.J. Knippels; Wouter R. van Joolingen. Lesson study as a research approach: a case study. International Journal for Lesson & Learning Studies 2021, ahead-of-p, 1 .
AMA StyleSusanne Jansen, Marie-Christine P.J. Knippels, Wouter R. van Joolingen. Lesson study as a research approach: a case study. International Journal for Lesson & Learning Studies. 2021; ahead-of-p (ahead-of-p):1.
Chicago/Turabian StyleSusanne Jansen; Marie-Christine P.J. Knippels; Wouter R. van Joolingen. 2021. "Lesson study as a research approach: a case study." International Journal for Lesson & Learning Studies ahead-of-p, no. ahead-of-p: 1.
Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation.
Michiel van Harskamp; Marie-Christine Knippels; Wouter van Joolingen. Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands. Sustainability 2021, 13, 7963 .
AMA StyleMichiel van Harskamp, Marie-Christine Knippels, Wouter van Joolingen. Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands. Sustainability. 2021; 13 (14):7963.
Chicago/Turabian StyleMichiel van Harskamp; Marie-Christine Knippels; Wouter van Joolingen. 2021. "Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands." Sustainability 13, no. 14: 7963.
This review presents an overview and analysis of the body of research on special relativity theory (SRT) education at the secondary and lower undergraduate level. There is currently a growing international interest in implementing SRT in pre-university education as an introduction to modern physics. For this reason, insights into learning opportunities and challenges in SRT education are needed. The field of research in SRT education is still at an early stage, especially at the level of secondary education, and there is a shortage of empirical evaluation of learning outcomes. In order to guide future research directions, there is a need for an overview and synthesis of the results reported so far. We have selected 40 articles and categorized them according to reported learning difficulties, teaching approaches, and research tools. Analysis shows that students at all educational levels experience learning difficulties with the use of frames of reference, the postulates of SRT, and relativistic effects. In the reported teaching sequences, instructional materials, and learning activities, these difficulties are approached from different angles. Some teaching approaches focus on thought experiments to express conceptual features of SRT, while others use virtual environments to provide realistic visualization of relativistic effects. From the reported teaching approaches, three learning objectives can be identified: to foster conceptual understanding, to foster understanding of the history and philosophy of science, and to gain motivation and confidence toward SRT and physics in general. In order to quantitatively compare learning outcomes of different teaching strategies, a more thorough evaluation of assessment tools is required.
Paul Alstein; Kim Krijtenburg-Lewerissa; Wouter R. van Joolingen. Teaching and learning special relativity theory in secondary and lower undergraduate education: A literature review. Physical Review Physics Education Research 2021, 17, 023101 .
AMA StylePaul Alstein, Kim Krijtenburg-Lewerissa, Wouter R. van Joolingen. Teaching and learning special relativity theory in secondary and lower undergraduate education: A literature review. Physical Review Physics Education Research. 2021; 17 (2):023101.
Chicago/Turabian StylePaul Alstein; Kim Krijtenburg-Lewerissa; Wouter R. van Joolingen. 2021. "Teaching and learning special relativity theory in secondary and lower undergraduate education: A literature review." Physical Review Physics Education Research 17, no. 2: 023101.
This article reports on a case study that aims to help students develop mechanistic reasoning through constructing a model based stop-motion animation of a physical phenomenon. Mechanistic reasoning is a valuable thinking strategy for students in trying to make sense of scientific phenomena. Ten ninth-grade students used stop-motion software to create an animation of projectile motion. Retrospective think-aloud interviews were conducted to investigate how the construction of a stop-motion animation induced the students’ mechanistic reasoning. Mechanistic reasoning did occur while the students engaged in creating the animation, in particular chunking and sequencing. Moreover, all students eventually exhibited mechanistic reasoning including abstract concepts, e.g., not directly observable agents. Students who reached the highest level of mechanistic reasoning, i.e., chaining, demonstrated deeper conceptual understanding of content.
Rayendra Wahyu Bachtiar; Ralph F. G. Meulenbroeks; Wouter R. van Joolingen. Stimulating Mechanistic Reasoning in Physics Using Student-Constructed Stop-Motion Animations. Journal of Science Education and Technology 2021, 1 -14.
AMA StyleRayendra Wahyu Bachtiar, Ralph F. G. Meulenbroeks, Wouter R. van Joolingen. Stimulating Mechanistic Reasoning in Physics Using Student-Constructed Stop-Motion Animations. Journal of Science Education and Technology. 2021; ():1-14.
Chicago/Turabian StyleRayendra Wahyu Bachtiar; Ralph F. G. Meulenbroeks; Wouter R. van Joolingen. 2021. "Stimulating Mechanistic Reasoning in Physics Using Student-Constructed Stop-Motion Animations." Journal of Science Education and Technology , no. : 1-14.
Purpose The purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while being loyal to the defining elements of a face-to-face LS. Design/methodology/approach A theoretical analysis into the core components and procedures of LS resulted in five big ideas that capture essentials of LS. Using these big ideas, constraints were derived for online LS and a pilot online LS was performed. Data were collected on the process and team members' reflections. The experience in the pilot was mapped against the outcomes of the theoretical analysis. Findings Setting up close collaboration and the observation of the online lesson appeared to be the most challenging issues. A set of recommendations in the form of do's and don'ts was derived from the experience. Practical implications The set of recommendations can be applied by practitioners who face the challenge of performing LS in an online environment, and can serve as a start for further research in online LS. Originality/value The original contribution of the article is the combination of the theoretical analysis of LS combined with the practical experience in the pilot. This gives rise to a framework that can help understanding LS in general and online environments in particular.
Sui Lin Goei; Wouter R. van Joolingen; Floortje Goettsch; Anne Khaled; Tom Coenen; Sjors G.J.G. In ’T Veld; Siebrich de Vries; Tijmen M. Schipper. Online lesson study: virtual teaming in a new normal. International Journal for Lesson & Learning Studies 2021, 10, 217 -229.
AMA StyleSui Lin Goei, Wouter R. van Joolingen, Floortje Goettsch, Anne Khaled, Tom Coenen, Sjors G.J.G. In ’T Veld, Siebrich de Vries, Tijmen M. Schipper. Online lesson study: virtual teaming in a new normal. International Journal for Lesson & Learning Studies. 2021; 10 (2):217-229.
Chicago/Turabian StyleSui Lin Goei; Wouter R. van Joolingen; Floortje Goettsch; Anne Khaled; Tom Coenen; Sjors G.J.G. In ’T Veld; Siebrich de Vries; Tijmen M. Schipper. 2021. "Online lesson study: virtual teaming in a new normal." International Journal for Lesson & Learning Studies 10, no. 2: 217-229.
In this study, the conceptions of pre-university level secondary students with respect to radiation and radioactivity were investigated. A literature review determined what was already known about secondary school students’ conceptions that differ from scientific theory, regarding radiation and radioactivity. Next, 12 Dutch students and their teachers were interviewed. Half of the already known student conceptions were confirmed in the interviews. The most persistent conception was students’ inability to distinguish between irradiation and contamination. All newly discovered conceptions, such as students’ idea that radiation can exist independently of the source of radiation, were discovered within a medical context. A remarkable finding was that students have full confidence in medical professionals, while at the same time they believe that all medical imaging techniques are dangerous. It can be concluded that curricular developments and changes in teaching contexts lead to changes in student conceptions concerning established topics. Knowledge of these conceptions and how to change them might be an important focus for teacher training, as teachers play a role in overcoming conceptions that do not correspond with prevailing scientific theories and, at the same time, may be a source of these conceptions.
Pier T. Siersma; Henk J. Pol; Wouter R. van Joolingen; Adrie J. Visscher. Pre-university students’ conceptions regarding radiation and radioactivity in a medical context. International Journal of Science Education 2021, 43, 179 -196.
AMA StylePier T. Siersma, Henk J. Pol, Wouter R. van Joolingen, Adrie J. Visscher. Pre-university students’ conceptions regarding radiation and radioactivity in a medical context. International Journal of Science Education. 2021; 43 (2):179-196.
Chicago/Turabian StylePier T. Siersma; Henk J. Pol; Wouter R. van Joolingen; Adrie J. Visscher. 2021. "Pre-university students’ conceptions regarding radiation and radioactivity in a medical context." International Journal of Science Education 43, no. 2: 179-196.
In recent years, student-generated stop-motion animations (SMAs) have been employed to support sharing, constructing, and representing knowledge in different science domains and across age groups from pre-school to university students. The purpose of this review is to give an overview of research in this field and to synthesize the findings. For this review, 42 publications on student-generated SMA dating from 2005 to 2019 were studied. The publications were systematically categorized on learning outcomes, learning processes, learning environment, and student prerequisites. Most studies were of a qualitative nature, and a significant portion (24 out of 42) pertained to student teachers. The findings show that SMA can promote deep learning if appropriate scaffolding is provided, for example, in terms of presenting general strategies, asking questions, and using expert representations. Also, the science concept that is to be presented as a SMA should be self-contained, dynamic in nature, and not too difficult to represent. Comparative quantitative studies are needed in order to judge the effectiveness of SMA in terms of both cognitive and non-cognitive learning outcomes.
Mohammadreza Farrokhnia; Ralph F. G. Meulenbroeks; Wouter R. Van Joolingen. Student-Generated Stop-Motion Animation in Science Classes: a Systematic Literature Review. Journal of Science Education and Technology 2020, 29, 1 -16.
AMA StyleMohammadreza Farrokhnia, Ralph F. G. Meulenbroeks, Wouter R. Van Joolingen. Student-Generated Stop-Motion Animation in Science Classes: a Systematic Literature Review. Journal of Science Education and Technology. 2020; 29 (6):1-16.
Chicago/Turabian StyleMohammadreza Farrokhnia; Ralph F. G. Meulenbroeks; Wouter R. Van Joolingen. 2020. "Student-Generated Stop-Motion Animation in Science Classes: a Systematic Literature Review." Journal of Science Education and Technology 29, no. 6: 1-16.
Inquiry-based learning (IBL) emphasizes learning through experiencing and constructing. Where IBL is often applied in science education, the conceptualization of IBL practices in mathematics education is less obvious. We compared students’ reports on IBL practices in two different teaching cultures as an attempt to better understand IBL practices in connection with overarching teaching cultures. In this study, we investigated IBL practices in lower-secondary mathematics lessons in the Beijing area and the Netherlands through a survey about the experiences and preferences of 858 Chinese students and 441 Dutch students. Results show that students from the Beijing sample reported experiencing IBL activities in most mathematics lessons, while students from the Dutch sample reported them in some lessons, and both preferred the same amount of IBL activities as they experienced. The Dutch sample reported little experience with posing questions to tackle. The study also suggests a correlation between IBL experience and IBL preference of each class: students with more IBL experience are likely to show a higher preference for IBL activities. Results of this study do not confirm expectations based on stereotypes about the two teaching cultures. The students’ perspective in both samples suggests that providing complex problems and organizing group work have potential for further encouraging IBL in mathematics.
Luhuan Huang; Michiel Doorman; Wouter Van Joolingen. Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands. International Journal of Science and Mathematics Education 2020, 1 -17.
AMA StyleLuhuan Huang, Michiel Doorman, Wouter Van Joolingen. Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands. International Journal of Science and Mathematics Education. 2020; ():1-17.
Chicago/Turabian StyleLuhuan Huang; Michiel Doorman; Wouter Van Joolingen. 2020. "Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands." International Journal of Science and Mathematics Education , no. : 1-17.
Systems thinking is the ability to reason about biological systems in terms of their characteristics and can assist students in developing a coherent understanding of biology. Literature reports about several recommendations regarding teaching systems thinking, while it seems that systems thinking has not reached classroom practice. The main aim of this study was to identify design guidelines to implement systems thinking in upper-secondary biologyeducation. Based on the recommendations of literature and experience a teacher team developed, tested and evaluated two lessons in two upper-secondary biology classes (15–16 years old students, n = 26, n = 19) using Lesson Study. Lesson one focused on the application of seven system characteristics: boundary, components, interactions, input & output, feedback, dynamics, and hierarchy. Lesson two focused on the improvement of students’ understanding of the characteristics feedback and dynamics by using a qualitative modelling approach. Based on classroom observations, student products and interviews, the results suggest that a first step is made: most students are able to name and apply the seven characteristics. It seems important to pay attention to the: (1) introduction of the seven characteristics; (2) application of the characteristics in a wide variety of contexts; (3) individual characteristics; (4) explicit use of system language.
Melde G. R. Gilissen; Marie-Christine P. J. Knippels; Wouter R. Van Joolingen. Bringing systems thinking into the classroom. International Journal of Science Education 2020, 42, 1253 -1280.
AMA StyleMelde G. R. Gilissen, Marie-Christine P. J. Knippels, Wouter R. Van Joolingen. Bringing systems thinking into the classroom. International Journal of Science Education. 2020; 42 (8):1253-1280.
Chicago/Turabian StyleMelde G. R. Gilissen; Marie-Christine P. J. Knippels; Wouter R. Van Joolingen. 2020. "Bringing systems thinking into the classroom." International Journal of Science Education 42, no. 8: 1253-1280.
Sustainability has become a prominent theme in society and can be considered as an integral part of scientific citizenship. This study investigates to what extent the production, use and re-use of (bio)plastics initiates students’ reasoning and to identify the kind of content knowledge students put forward. The structure of students’ arguments was mapped according to Toulmin's model of argumentation, i.e., claim, data, warrant & backing and qualifier & rebuttals. Students (N = 27, grade 10 & 11) participated in groups of three. The students were introduced to the topic of the production, use and re-use of plastics by watching a video, answering questions, reading articles and having interviews and group discussions. Students were prompted to argue on the sustainability of bioplastics and fossil-based plastics. The results show that students frequently used arguments related to preventing pollution, designing to recycle and designing to degrade. However, themes such as avoiding waste, origin of energy and materials, energy efficiency and costs were rarely used or even absent in students’ reasoning. Overall, the students’ reasoning contained all of Toulmin's categories, and especially the increase in the number of qualifier & rebuttals is interpreted as an indication of awareness of the complexity of the issue at hand. This study underlines that students are able to bring in relevant scientific knowledge when confronted with a suitable sustainability issue, but also more societally oriented arguments enriched their perspective. Implications for the design of interventions aiming to engage students in life cycle analysis (on plastics) are discussed.
Esther Francisca De Waard; Gjalt Tjerk Prins; Wouter R. Van Joolingen. Pre-university students’ perceptions about the life cycle of bioplastics and fossil-based plastics. Chemistry Education Research and Practice 2020, 21, 908 -921.
AMA StyleEsther Francisca De Waard, Gjalt Tjerk Prins, Wouter R. Van Joolingen. Pre-university students’ perceptions about the life cycle of bioplastics and fossil-based plastics. Chemistry Education Research and Practice. 2020; 21 (3):908-921.
Chicago/Turabian StyleEsther Francisca De Waard; Gjalt Tjerk Prins; Wouter R. Van Joolingen. 2020. "Pre-university students’ perceptions about the life cycle of bioplastics and fossil-based plastics." Chemistry Education Research and Practice 21, no. 3: 908-921.
In this paper, we present an escape box as a means to introduce the escape room concept into classrooms. Recreational escape rooms have inspired teachers all over the world to adapt the popular entertainment activity for education. Escape rooms are problem‐based and time‐constrained, requiring active and collaborative participants, a setting that teachers want to achieve in their classroom to promote learning. This paper explores the adaptation of the escape room concept into educational escape game boxes. These technology‐enhanced escape boxes have become hybrid learning spaces, merging individual and collaborative learning, as well as physical and digital spaces. The design of the box with assignments on each side puts users face to face with each other and requires them to collaborate in the physical world, instead of being individually absorbed in a digital world. The developed box is a unique concept in the field of escape rooms; the content is adaptable. This paper describes the process leading to the design criteria, the design process, test results and evaluation, and provides recommendations for designing educational escape rooms.
Alice Veldkamp; Joke Daemen; Stijn Teekens; Stefan Koelewijn; Marie‐Christine P. J. Knippels; Wouter R. Van Joolingen. Escape boxes: Bringing escape room experience into the classroom. British Journal of Educational Technology 2020, 51, 1220 -1239.
AMA StyleAlice Veldkamp, Joke Daemen, Stijn Teekens, Stefan Koelewijn, Marie‐Christine P. J. Knippels, Wouter R. Van Joolingen. Escape boxes: Bringing escape room experience into the classroom. British Journal of Educational Technology. 2020; 51 (4):1220-1239.
Chicago/Turabian StyleAlice Veldkamp; Joke Daemen; Stijn Teekens; Stefan Koelewijn; Marie‐Christine P. J. Knippels; Wouter R. Van Joolingen. 2020. "Escape boxes: Bringing escape room experience into the classroom." British Journal of Educational Technology 51, no. 4: 1220-1239.
The global increase of recreational escape rooms has inspired teachers around the world to implement escape rooms in educational settings. As escape rooms are increasingly popular in education, there is a need to evaluate their use, and a need for guidelines in order to develop and implement escape rooms in the classroom. This systematic review synthesizes current practices and experiences, focussing on important educational and game design aspects. Subsequently, relations between the game design aspects and the educational aspects are studied. Finally, student outcomes are related to the intended goals. In different disciplines, educators appear to have different motives to use aspects such as time constraints or teamwork. These educators make different choices for related game aspects such as the structuring of the puzzles. Other educators base their choices on common practices in recreational escape rooms. However, in educational escape rooms players need to reach the game goal by achieving the educational goals. More alignment in game mechanics and pedagogical approaches are recommended. These and more results lead to recommendations for developing and implementing escape rooms in education, and will help educators creating these new learning environments, and eventually help students’ foster knowledge and skills more effectively.
Alice Veldkamp; Liesbeth Van De Grint; Marie-Christine Knippels; Wouter Van Joolingen. Escape Education: A Systematic Review on Escape Rooms in Education. 2020, 1 .
AMA StyleAlice Veldkamp, Liesbeth Van De Grint, Marie-Christine Knippels, Wouter Van Joolingen. Escape Education: A Systematic Review on Escape Rooms in Education. . 2020; ():1.
Chicago/Turabian StyleAlice Veldkamp; Liesbeth Van De Grint; Marie-Christine Knippels; Wouter Van Joolingen. 2020. "Escape Education: A Systematic Review on Escape Rooms in Education." , no. : 1.
Systems thinking, the ability to reason about systems in abstract terms, fosters students’ coherent understanding of biology. This study aimed to determine to what extent the integration of systems thinking in Dutch biology education is in line with perspectives from systems theories and experts. We related the perspective on systems thinking of systems biologists (n = 7) to those of biology teachers (n = 8) and educators (n = 9). The resulting perspectives were interpreted in terms of three systems theories, General Systems Theories (GST), Cybernetics and Dynamical Systems Theories (DST). Thirdly, we determined to what extent and how teachers and educators pay attention to systems thinking in their teaching practice. This was all done by the use of open-ended interviews and online questionnaires. The results show that the systems biologists and teacher educators involved implicitly refer to three systems theories, whereas the teachers refer to the GST and cybernetics only. Despite this, the results suggest that the implementation of systems thinking in Dutch pre-service teacher training and secondary biology education falls short of expectations. These outcomes underline the importance of teacher (educator) professional development on teaching systems thinking to bridge the gap between research and teaching practice.
Melde G.R. Gilissen; Marie-Christine P.J. Knippels; Roald P. Verhoeff; Wouter R. van Joolingen. Teachers’ and educators’ perspectives on systems thinking and its implementation in Dutch biology education. Journal of Biological Education 2019, 54, 485 -496.
AMA StyleMelde G.R. Gilissen, Marie-Christine P.J. Knippels, Roald P. Verhoeff, Wouter R. van Joolingen. Teachers’ and educators’ perspectives on systems thinking and its implementation in Dutch biology education. Journal of Biological Education. 2019; 54 (5):485-496.
Chicago/Turabian StyleMelde G.R. Gilissen; Marie-Christine P.J. Knippels; Roald P. Verhoeff; Wouter R. van Joolingen. 2019. "Teachers’ and educators’ perspectives on systems thinking and its implementation in Dutch biology education." Journal of Biological Education 54, no. 5: 485-496.
Models are very important tools when learning and communicating about science. Models used in secondary school biology education range from concrete scale models, such as a model of a skeleton, to abstract concept-process models, such as a visualisation of meiosis. Understanding these concept-process models requires a profound understanding of the concept of models and how they are used in biology. This study evaluates the framework from [Grünkorn, J., Upmeier zu Belzen, A., & Krüger, D. (2014). Assessing students’ understandings of biological models and their use in science to evaluate a theoretical framework. International Journal of Science Education, 36, 1651–1684. doi:10.1080/09500693.2013.873155] for its use in assessing students’ understanding of biological concept-process models. Four additions were required to extend the applicability of the framework to concept-process models. We were also able to give an indication of students’ current level of understanding of these models, showing room for improvement in all aspects of understanding. Since concept-process models have a central place in many scientific disciplines, it is important that students have a deep understanding of the nature, application and limitations of these models. The current study contributes to assessing the way students reason with concept-process models. Knowing how to improve students’ view on the use of concept-process models in biology may lead to higher scientific literacy.
Susanne Jansen; Marie-Christine P. J. Knippels; Wouter R. Van Joolingen. Assessing students’ understanding of models of biological processes: a revised framework. International Journal of Science Education 2019, 41, 981 -994.
AMA StyleSusanne Jansen, Marie-Christine P. J. Knippels, Wouter R. Van Joolingen. Assessing students’ understanding of models of biological processes: a revised framework. International Journal of Science Education. 2019; 41 (8):981-994.
Chicago/Turabian StyleSusanne Jansen; Marie-Christine P. J. Knippels; Wouter R. Van Joolingen. 2019. "Assessing students’ understanding of models of biological processes: a revised framework." International Journal of Science Education 41, no. 8: 981-994.
Anne Van Der Linden; Wouter van Joolingen; Ralph Meulenbroeks. Designing an Intrinsically Integrated Educational Game on Newtonian Mechanics. Lecture Notes in Computer Science 2019, 123 -133.
AMA StyleAnne Van Der Linden, Wouter van Joolingen, Ralph Meulenbroeks. Designing an Intrinsically Integrated Educational Game on Newtonian Mechanics. Lecture Notes in Computer Science. 2019; ():123-133.
Chicago/Turabian StyleAnne Van Der Linden; Wouter van Joolingen; Ralph Meulenbroeks. 2019. "Designing an Intrinsically Integrated Educational Game on Newtonian Mechanics." Lecture Notes in Computer Science , no. : 123-133.
In science education, students are expected to develop scientific thinking skills. We see modeling competence as a key element of these thinking skills. Modeling-based learning may be an effective teaching and learning approach because models play an important role in the formation of scientific knowledge. In particular, drawing-based modeling has many advantages when used in science education because it enables students to revise their spontaneous thoughts into more scientific concepts. This led to the hypothesis that drawing-based modeling and especially the SimSketch environment that supports it can be useful for supporting and assessing the development of students’ modeling competence. This design-based research was aimed at implementing drawing-based modeling in early science education in order to support scientific thinking and to test how we can assess modeling competence from students’ behavior. We designed a series of lessons for biology education in the context of the evolution of the garden snail. The series consisted of four lessons, and seven third-grade classes (N = 204) participated. The students worked in pairs, and we measured their modeling competence in two ways: with a pre- and post-test focusing on four aspects of the framework for modeling competence and by studying students’ model-related reasoning processes. On average, students obtained slightly higher levels of understanding on the post-test than they did on the pre-test (p < 0.001, d = 0.62). From the students’ logs and materials, we identified the specific issues the students had with the modeling task. We conclude by reflecting on how this modeling environment can be used to assess students’ modeling competence.
Wouter R. Van Joolingen; Juliette Schouten; Frank Leenaars. Drawing-Based Modeling in Teaching Elementary Biology as a Diagnostic Tool. Modelling-based Teaching in Science Education 2019, 131 -145.
AMA StyleWouter R. Van Joolingen, Juliette Schouten, Frank Leenaars. Drawing-Based Modeling in Teaching Elementary Biology as a Diagnostic Tool. Modelling-based Teaching in Science Education. 2019; ():131-145.
Chicago/Turabian StyleWouter R. Van Joolingen; Juliette Schouten; Frank Leenaars. 2019. "Drawing-Based Modeling in Teaching Elementary Biology as a Diagnostic Tool." Modelling-based Teaching in Science Education , no. : 131-145.
This article describes a Delphi study aiming to investigate which quantum mechanics topics experts consider to be important to teach at the secondary level, and what arguments these experts give. A series of three questionnaires was administered to experts in the fields of quantum physics, mathematics, chemistry and biophysics (n = 17, 12, 11 for the first, second, and third questionnaires, respectively; the number of participants changed due to attrition). Several experts from this group (n = 9) were also interviewed. Results show that there is consensus on the topics considered to be important, i.e. duality, wave functions and atoms. Experts mainly based their topic ranking on relations between concepts, and on what quantum mechanics topics they consider to be fundamental. The topics that were considered less important were often described as too difficult or too complex.
K. Krijtenburg-Lewerissa; H. J. Pol; A. Brinkman; W. R. Van Joolingen. Key topics for quantum mechanics at secondary schools: a Delphi study into expert opinions. International Journal of Science Education 2018, 41, 349 -366.
AMA StyleK. Krijtenburg-Lewerissa, H. J. Pol, A. Brinkman, W. R. Van Joolingen. Key topics for quantum mechanics at secondary schools: a Delphi study into expert opinions. International Journal of Science Education. 2018; 41 (3):349-366.
Chicago/Turabian StyleK. Krijtenburg-Lewerissa; H. J. Pol; A. Brinkman; W. R. Van Joolingen. 2018. "Key topics for quantum mechanics at secondary schools: a Delphi study into expert opinions." International Journal of Science Education 41, no. 3: 349-366.
Serious games can play a role in physics education, especially in elementary mechanics, as they can provide hands-on experience with force and motion in a simulated environment. In this study, we used a serious three-dimensional immersive game to provide students with an environment in which they needed to search for explanations beyond their preconceptions. We expected that students would see the need for new theories. The goal of the game was for students to direct a ball to a target using forces they could regulate. In a quasi-experimental evaluation between a game group and a traditional group (receiving no game) with 73 participants no significant gain in knowledge was measured in either group. However, students who played the game were more motivated than students who experienced the traditional lesson). Implications for renewed game design and research are discussed.
Anne Van Der Linden; Wouter Van Joolingen. Supporting Conceptual Change in Physics with a Serious Game. Simulation and Serious Games for Education 2018, 15 -26.
AMA StyleAnne Van Der Linden, Wouter Van Joolingen. Supporting Conceptual Change in Physics with a Serious Game. Simulation and Serious Games for Education. 2018; ():15-26.
Chicago/Turabian StyleAnne Van Der Linden; Wouter Van Joolingen. 2018. "Supporting Conceptual Change in Physics with a Serious Game." Simulation and Serious Games for Education , no. : 15-26.
Teacher Design Teams (TDTs) are professional learning communities in which teachers collaborate to (re)design educational materials. Although studies have indicated that leadership is vital for TDTs’ functioning, providing adequate leadership is challenging. Both shared and vertical leadership are needed, and how to combine them is not obvious. TDT participants and coaches might benefit from insight into what shared and vertical leadership look like in practice. In this study, we monitored two TDTs that used a stepwise method that integrates shared and vertical leadership. Findings reveal that combining shared and vertical leadership in TDTs is possible, but remains a challenging balancing act.
F. Binkhorst; C.L. Poortman; S.E. McKenney; W.R. van Joolingen. Revealing the balancing act of vertical and shared leadership in Teacher Design Teams. Teaching and Teacher Education 2018, 72, 1 -12.
AMA StyleF. Binkhorst, C.L. Poortman, S.E. McKenney, W.R. van Joolingen. Revealing the balancing act of vertical and shared leadership in Teacher Design Teams. Teaching and Teacher Education. 2018; 72 ():1-12.
Chicago/Turabian StyleF. Binkhorst; C.L. Poortman; S.E. McKenney; W.R. van Joolingen. 2018. "Revealing the balancing act of vertical and shared leadership in Teacher Design Teams." Teaching and Teacher Education 72, no. : 1-12.