Research publications

Publications 2019

Akkerman, S. F., & Bakker, A. (2019). Persons pursuing multiple objects of interest in multiple contexts. European Journal of Psychology of Education, 34(1), 1-24. DOI: 10.1007/s10212-018-0400-2

Ba, R., Xie, Y., Zhang, Y., Taib, S. F. B. M., Cai, Y., Walker, Z., ... van Joolingen, W. R. (2019). Virtual Reality Enzymes: Interdisciplinary and international project towards an inquiry-based pedagogy. In Y. Cai, Z. Walker, & W. van Joolingen (Eds.), VR, Simulations and serious games for education (pp. 45-54). ( Gaming Media and Social Effects ). Singapore: Springer Nature.

Bacciagaluppi, G., & Crull, E. (Accepted/In press). The 'Einstein Paradox': The debate on nonlocality and incompleteness in 1935. Cambridge University Press.

Bakker, A. (2019). Design principles in design research: A commentary. In A. Bikner-Ahsbahs, & M. Peters (Eds.), Unterrichtsentwicklung macht Schule (pp. 177-192). (Unterrichtsentwicklung macht Schule). Wiesbaden, Germany: Springer Fachmedien Wiesbaden. DOI: 10.1007/978-3-658-20487-7_10

Bakker, A. (Accepted/In press). A virtual special issue to celebrate 100 volumes of Educational Studies in Mathematics: former editors’ choices. Educational Studies in Mathematics, 101, 1-5. DOI: 10.1007/s10649-019-9882-3

Bakker, A., & Akkerman, S. (2019). The Learning Potential of Boundary Crossing in the Vocational Curriculum. In D. Guile, & L. Unwin (Eds.), The Wiley Handbook of Vocational Education and Training (pp. 351-372). (The Wiley Handbook of Vocational Education and Training). Oxford, UK: John Wiley & Sons, Inc.. DOI: 10.1002/9781119098713.ch18

Baneke, D. M. (2019). Let’s not talk about science: The normalization of big science and the moral economy of modern astronomy. Science Technology and Human Values. DOI: 10.1177/0162243919846600

Baneke, D. M. (Accepted/In press). Pannekoek’s one revolution: Anton Pannekoek and the Modernization of the Dutch astronomical community. In C. Tai, B. van der Steen, & J. van Dongen (Eds.), Anton Pannekoek's Views on Science and Society: Modernity in Science, Radical Politics, and Visual Art Amsterdam University Press.

Baneke, D. M., Andersen, J., & Madsen, C. (2019). Serving Astronomy: the Aim of the IAU. In D. Valls-Gabaud, J. Hearnshaw, & C. Sterken (Eds.), Under One Sky - The IAU Centenary Symposium: Proceedings of IAU Symposium No. 349, 2018 Cambridge University Press.

Doorman, L. M. (2019). Contexts to Make Mathematics Accessible and Relevant for Students—Jan de Lange’s Contributions to Realistic Mathematics Education. In W. Blum, M. Artigue, M. A. Mariotti, R. Sträßer, & M. Van den Heuvel-Panhuizen (Eds.), European Traditions in Didactics of Mathematics (pp. 73-78). (ICME-13 Monographs). Springer. DOI: 10.1007/978-3-030-05514-1_3

Doorman, L. M. (2019). Design and research for developing local instruction theories. Avances de Investigación en Educación Matemática, 15, 29-42.

Drijvers, P. H. M. (2019). Head in the clouds, feet on the ground; A realistic view on using digital tools in mathematics education. In A. Büchter, M. Glade, R. Herold-Blasius, M. Klinger, F. Schacht, & P. Scherer (Eds.), Vielfältige Zugänge zum Mathematikunterricht: Konzepte und Beispiele aus Forschung und Praxis (pp. 163–176). Wiesbaden, Germany: Springer.

Drijvers, P. H. M. (2019). Traveling to Hamburg. In W. Blum, M. Artigue, M-A. Mariotti, R. Straesser, & M. Van den Heuvel-Panhuizen (Eds.), European Traditions in Didactics of Mathematics (pp. 79-87). Cham, Switserland: SpringerOpen.

Duijzer, A. C. G., Van den Heuvel-Panhuizen, M., Veldhuis, M., Doorman, L. M., & Leseman, P. P. M. (2019). Embodied Learning Environments for Graphing Motion: a Systematic Literature Review. Educational Psychology Review.

Gilissen, M. G. R., Knippels, M. C. P. J., Verhoeff, R. P., & van Joolingen, W. R. (2019). Teachers’ and educators’ perspectives on systems thinking and its implementation in Dutch biology education. Journal of Biological Education. DOI: 10.1080/00219266.2019.1609564

Jansen, S., Knippels, M. C. P. J., & van Joolingen, W. R. (2019). Assessing students’ understanding of models of biological processes: a revised framework. International Journal of Science Education, 41(8), 981-994. DOI: 10.1080/09500693.2019.1582821

Maass, K., Doorman, L. M., Jonker, V. H., & Wijers, M. M. (2019). Promoting active citizenship in mathematics teaching. ZDM - International Journal on Mathematics Education. DOI: /10.1007/s11858-019-01048-6

Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2019). Corrigendum to Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study (Educational Research Review (2016) 19 (158–172), (S1747938X16300306), (10.1016/j.edurev.2016.07.003)). Educational Research Review, 26, 82-82. DOI: 10.1016/j.edurev.2019.02.002

Shvarts, A., & Bakker, A. (2019). The early history of the scaffolding metaphor: Bernstein, Luria, Vygotsky, and before. Mind, Culture, and Activity, 26(1), 4-23. DOI: 10.1080/10749039.2019.1574306

Van den Heuvel-Panhuizen, M. (2019). Mathematics education in the Netherlands viewed from four perspectives. In W. Blum, M. Artigue, M. A. Mariotti, R. Sträßer, & M. van den Heuvel-Panhuizen (Eds.), European traditions in didactics of mathematics (pp. 58-67). Cham, Switzerland: Springer Nature.

Van den Heuvel-Panhuizen, M. (Ed.) (2019). Didactics of Mathematics in the Netherlands. In W. Blum, M. Artigue, M. A. Mariotti, R. Sträßer, & M. van den Heuvel-Panhuizen (Eds.), European traditions in didactics of mathematics (pp. 57-94). Cham, Switzerland: Springer Nature. DOI: 10.1007/978-3-030-05514-1_3

van der Schaaf, M., Bakker, A., & ten Cate, O. (2019). When I say … embodied cognition. Medical Education, 53(3), 219-220. DOI: 10.1111/medu.13678

van Leendert, A. J. M., Doorman, L. M., Drijvers, P. H. M., Pel , J., & van der Steen, J. (2019). An exploratory study of reading mathematical expressions by braille readers. Journal of Visual Impairment and Blindness, 113(1), 68-80. DOI: 10.1177/0145482X18822024

Verhoeff, R. P., & van Uum, M. S. J. (2019). Professionalising primary school teachers in guiding inquiry-based learning. Research in Science Education. DOI: 10.1007/s11165-019-9818-z

Witteveen, J. (Accepted/In press). Biological markets, cooperation, and the evolution of morality. British Journal for the Philosophy of Science.

Publications 2018

Bakker, A. (2018). Discovery learning: zombie, phoenix, or elephant? Instructional Science, 46(1), 169-183. DOI: 10.1007/s11251-018-9450-8

Ball, L., Drijvers, P. H. M., Ladel, S., Siller, H-S., Tabach, M., & Vale, C. (Eds.) (2018). Uses of Technology in Primary and Secondary Mathematics Education: Tools, Topics and Trends. (ICME-13 Monographs). Springer.

Baneke, D. M., & Maas, A. (2018). De Hogere Burgerschool: onderwijs en emancipatie. Studium: Tijdschrift voor Wetenschaps-en Universiteitsgeschiedenis, 10(3), 117-122. DOI: 10.18352/studium.10155

Boels, L. B. M. M., Ebbes, R., Bakker, A., Van Dooren, W., & Drijvers, P. H. M. (2018). Revealing conceptual difficulties when interpreting histograms: an eye-tracking study: ICOTS10 (2018) Invited Paper - Refereed.

de Bakker, E. P. H. M. (2018). Dutch media are no agent of change in science communication yet. In PCST 2018 - conference proceedings

Dijk, G. T. V. (2018). Het opleiden van taalbewuste docenten natuurkunde, scheikunde en techniek: Een ontwerpgericht onderzoek Utrecht University

Drijvers, P. H. M. (2018). Empirical evidence for benefit? Reviewing quantitative research on the use of digital tools in mathematics education. In L. Ball, P. Drijvers, S. Ladel, H-S. Siller, M. Tabach, & C. Vale (Eds.), Uses of Technology in Primary and Secondary Mathematics Education: Tools, Topics and Trends (pp. 161-178). (ICME-13 Monographs). Cham: Springer.

Drijvers, P. H. M., Tabach, M., & Vale, C. (2018). Uses of technology in K-12 mathematics education: concluding remarks. In L. Ball, P. Drijvers, S. Ladel, H-S. Siller, M. Tabach, & C. Vale (Eds.), Uses of Technology in Primary and Secondary Mathematics Education: Tools, Topics and Trends (pp. 421-436). (ICME-13 Monographs). Cham: Springer.

Drijvers, P. H. M., & Ferrara, F. (2018). Instruments and the body. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 193-194). Umeå, Sweden: PME.

Droogers, M. J. S., Drijvers, P. H. M., & Bakker, A. (2018). From sample to population: A hypothetical learning trajectory for informal statistical inference. In V. Gitirana, T. Miyakawa, M. Rafalska, S. Soury-Lavergne, & L. Trouche (Eds.), Proceedings of the Re(s)sources 2018 International conference (pp. 348-351). Lyon: École Normale Supérieure de Lyon.

Elia, I., Van den Heuvel-Panhuizen, M., & Gagatsis, A. (2018). Geometry learning in the early years: Developing understanding of shapes and space with a focus on visualization. In V. Kinnear, M. Y. Lai, & T. Muir (Eds.), Forging connections in early mathematics teaching and learning (pp. 73-95). Singapore: Springer Nature.

Haalboom, A. F. (2018). Scientists in cowsheds: disputes over hygienic milk production in the Netherlands, 1918-1928. In E. Jorink, I. Nieuwland, & H. Zuidervaart (Eds.), Locations of Knowledge in a Dutch Context Leiden: Brill.

Heijnes, D., van Joolingen, W., & Leenaars, F. (2018). Stimulating Scientific Reasoning with Drawing-Based Modeling. Journal of Science Education and Technology, 27(1), 45-56. DOI: 10.1007/s10956-017-9707-z

Hermens, R. (2018). The Meaning of the Wave Function – In Search of the Ontology of Quantum Mechanics, Shan Gao, Cambridge University Press (2017). Studies In History and Philosophy of Science Part B: Studies In History and Philosophy of Modern Physics.

Hoogland, K., Pepin, B., de Koning, J., Bakker, A., & Gravemeijer, K. (2018). Word problems versus image-rich problems: an analysis of effects of task characteristics on students’ performance on contextual mathematics problems. Research in Mathematics Education, 20(1), 37-52. DOI: 10.1080/14794802.2017.1413414

Meulenbroeks, R. F. G. (2018). Helping engineers become good physics teachers: A new program in the Netherlands eases the time commitment for mid-career scientists who want to make the switch to high school teaching. Physics Today. DOI: 10.1063/PT.6.5.20180713a

Michels, B. I., & Eijkelhof, H. M. C. (2018). High-school students engaging with researchers within a pre-university programme: Motivations and experiences. Research for All, 2(1), 43-61. DOI: 10.18546/RFA.02.1.05

Oonk, W., Keijzer, R., & van Zanten, M. (2018). Mathematics & Didactics as a subject in primary school teacher education in the Netherlands. In M. Van den Heuvel-Panhuizen, P. Drijvers, M. Doorman, & M. Van Zanten (Eds.), Reflections from inside on the Netherlands Didactic Tradition in Mathematics Education Utrecht.

Pedersen, A. Y., Nørgård, R. T., & Köppe, C. (2018). Patterns of Inclusion: Fostering Digital Citizenship through Hybrid Education. Journal of Educational Technology Society, 21(1), 225-236.

Prins, G. T., Bulte, A. M. W., & Pilot, A. (2018). Designing context-based teaching materials by transforming authentic scientific modelling practices in chemistry. International Journal of Science Education, 40(10), 1108-1135. DOI: 10.1080/09500693.2018.1470347

Schoegje, T. M., van den Broek, E. L., & Pieters, A. H. L. M. (2018). Validating the importance of work tasks as context for professional search. In L. Dietz, L. Koesten, & S. Verberne (Eds.), Joint Proceedings of the First International Workshop on Professional Search (ProfS2018); the Second Workshop on Knowledge Graphs and Semantics for Text Retrieval, Analysis, and Understanding (KG4IR); and the International Workshop on Data Search (DATA:SEARCH18): co-located with SIGIR2018 (pp. 24-28). (CEUR Workshop Proceedings; Vol. 2127). Aachen, Germany: Ruzica Piskac /

Theunissen, L. T. G. (2018). The Transformation of the Dutch Farm Horse into a Riding Horse: Livestock Breeding, Science, and “Modernization,” 1960s–1980s, . Agricultural History, 92(1), 24-53. DOI: 10.3098/ah.2018.092.1.024

Vulperhorst, J. P., Wessels, K. R., & Bakker, A. (2018). How do STEM-interested students pursue multiple interests in their higher educational choice? International Journal of Science Education, 40(8), 828-846. DOI: 10.1080/09500693.2018.1452306

Witteveen, J. (2018). Typological thinking: then and now. Journal of Experimental Zoology Part B: Molecular and Developmental Evolution, 330(3), 123-131. DOI: 10.1002/jez.b.22796

Zhao, X. (2018). Classroom assessment in Chinese primary school mathematics education Utrecht University

Publications 2017

Arcavi, A., Drijvers, P. H. M., & Stacey, K. (2017). The learning and teaching of algebra: Insight, ideas, and activities. Routledge.

Bacciagaluppi, G. (2017). An Everett Perspective on Bohr and EPR. In J. Faye, & H. Folse (Eds.), Niels Bohr in the Twenty-First Century (pp. 289-302). Bloomsbury.

Bacciagaluppi, G., Crull, E., & Maroney, O. (2017). Jordan’s Derivation of Blackbody Fluctuations. Studies in History and Philosophy of Modern Physics, 60, 23-34. DOI: 10.1016/j.shpsb.2017.05.006

Bakker, A., & Smit, J. (2017). Theory Development in Design-Based Research: An Example about Scaffolding Mathematical Language. In S. Doff, & R. Komoss (Eds.), Making change happen? Wandel im Fachunterricht analysieren und gestalten (pp. 109-124). (Making change happen? Wandel im Fachunterricht analysieren und gestalten ). Wiesbaden: Springer.

Bakker, A., Ben-Zvi, D., & Makar, K. (2017). An inferentialist perspective on the coordination of actions and reasons involved in making a statistical inference. Mathematics Education Research Journal, 29(4), 455–470. DOI: 10.1007/s13394-016-0187-x

Bakker, A., & Hußmann, S. (2017). Inferentialism in mathematics education: introduction to a special issue. Mathematics Education Research Journal, 29, 395–401. DOI: 10.1007/s13394-017-0224-4

Baneke, D. M. (2017). Toen astronomie sterrenkunde werd. Groniek, 49(212), 273-286. Benedictus, F. J. (2017). Reichenbach: Probability & the A Priori: Has the Baby Been Thrown out with the Bathwater? Utrecht University

Boerwinkel, D. J., Yarden, A., & Waarlo, A. J. (2017). Reaching a Consensus on the Definition of Genetic Literacy that Is Required from a Twenty-First-Century Citizen. Science and Education, 1-28. DOI: 10.1007/s11191-017-9934-y

Bos, R. D. (2017). Structuring hints and heuristics in intelligent tutoring systems. In G. Aldon, & J. Trgalová (Eds.), Proceedings of the 13th International Conference on Technology in Mathematics Teaching (pp. 436-439)

Bulte, A. M. W., Prins, G. T., Meijer, M. R., Pilot, A., & Sevian, H. (2017). The use of authentic practices as a leading principle for the design of Chemistry curricula: L'ús de pràctique autèntique com a principi per liderar el disseny de currículums de química. Journal Educació Química.

Crull, E., & Bacciagaluppi, G. (2017). Grete Hermann: Between Physics and Philosophy. (Studies in History and Philosophy of Science). Springer.Derakhshani, M. (2017). Stochastic Mechanics Without Ad Hoc Quantization: Theory And Applications To Semiclassical Gravity Utrecht University

Droogers, M. J. S., & Drijvers, P. H. M. (2017). Enhancing statistical literacy. In Enhancing statistical literacy

Duijzer, A. C. G., Shayan, S., Bakker, A., van der Schaaf, M. F., & Abrahamson, D. (2017). Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition. Frontiers in Psychology, 8, 1-19. [144]. DOI: 10.3389/fpsyg.2017.00144Haalboom, A. F. (2017). Negotiating zoonoses: dealings with infectious diseases shared by humans and livestock in the Netherlands (1898-2001)

Haalboom, F. (2017). Who owns Salmonella? The Politics of Infections shared by Humans and Livestock in the Netherlands, 1959-1965. Bijdragen en Mededelingen Betreffende de Geschiedenis der Nederlanden, 132(1), 83-103. DOI: 10.18352/bmgn-lchr.10311

Huistra, H. M. (2017). Experts by Experience: Lay Users as Authorities in Slimming Remedy Advertisements, 1918–1939. BMGN - The Low Countries Historical Review, 132(1), 126-148.

Huistra, H. M. (2017). Röntgendemonstratieapparaat, Museon, Den Haag. In 'Dingen die ergens toe dienen': Verhalen over materiële cultuur van wetenschap (pp. 118-121). Hilversum: Verloren.

Jonker, V. H., & Wijers, M. M. (2017). Authentic contexts in mathematics textbooks in secondary pre-vocational education (VMBO). In B. Grevholm (Ed.), Mathematics textboos, their content, use and influences. Research in Nordic and Baltic countries (pp. 245-268). Oslo: Cappelen Damm Akademisk.

Klein, W. (2017). Wouter Klein, "Samir Boumediene. La colonisation du savoir: Une histoire de plantes médicinales du “Nouveau Monde” (1492–1750).," Isis 108, no. 3 (September 2017): 692-694. Isis, 108(3), 692-694. DOI: 10.1086/693821

Klein, W., Zervanou, K., Koolen, M., Van Den Hooff, P., Wiering, F., Alink, W., & Pieters, T. (2017). Creating time capsules for historical research in the early modern period: Reconstructing trajectories of plant medicines. CEUR Workshop Proceedings, 1992, 2-9.

Knippels, M. C. P. J., van Harskamp, M., Verhoeff, R. P., & Postma, P. A. (2017). Pre-service teachers and socio-scientific inquiry: Opportunities and challenges. In ESERA 2017 Conference: Scientific Literacy and Socio-scientific Issues ESERA.

Knippels, M. C. P. J., & van Dam, F. W. (2017). PARRISE, Promoting Attainment of Responsible Research and Innovation in Science Education, FP7: Rethinking science, rethinking education. Impact, 2017(5), 52-54. DOI: 10.21820/23987073.2017.5.52

Kop, P. M. G. M., Janssen, F. J. J. M., Drijvers, P. H. M., & van Driel, J. H. (2017). Graphing formulas: Unraveling experts’ recognition processes. Journal of Mathematical Behavior, 45, 167-182. DOI: 10.1016/j.jmathb.2017.01.002

Krijtenburg-Lewerissa, K., Pol, H., Brinkman, A., & van Joolingen, W. (2017). Insights into teaching quantum mechanics in secondary and lower undergraduate education: A literature review. arXiv preprint, 13(1). DOI: 10.1103/PhysRevPhysEducRes.13.010109

Krüger, J., & Bjarnadóttir, Kristiín; Furinghetti, Fulvia; Menghini, Marta; Prytz, Johan; Schubring, G. (Ed.) (2017). Mathematische Liefhebberye (1754-1769) and Wiskundig Tijdschrift (1904-1921): both journals for Dutch teachers of mathematics. In K. Bjarnadóttir, F. Furinghetti, M. Menghini, J. Prytz, & G. Schubring (Eds.), "Dig where you stand" 4: Proceedings of the Fourth International Conference on the History of Mathematics Education (pp. 175-188). Rome: Edizioni Nuova Cultura. DOI: 10.4458/8647

Michels, B. I., & Eijkelhof, H. M. C. (2017). High-school students engaging with researchers within a pre-university programme: Motivations and experiences. Research for All, 2(1).

Nelissen, J. M. C. (2017). Psychological Problems of School to School Transition. Curriculum and Teaching, 32(1), 63-80. DOI: 10.7459/ct/32.1.05

Pieters, A. H. L. M. (2017). Aldred Scott Warthin's Family 'G': The American Plot Against Cancer and Heredity (1895-1940). In H. Petermann, P. S. Harper, & S. Doetz (Eds.), History of Human Genetics: Aspects of its development and global perspectives (pp. 91-103). Springer. DOI: 10.1007/978-3-319-51783-4_6

Pieters, A. H. L. M. (2017). The antidepressant era revisited: Towards differentiation and patient-empowerment in diagnosis and treatment. In G. Eghigian (Ed.), The Routledge History of Madness and Mental Health (pp. 379-390). (The Routledge Histories). Routledge.

Schindler, M., Hußmann, S., Nilsson, P., & Bakker, A. (2017). Sixth-grade students’ reasoning on the order relation of integers as influenced by prior experience: an inferentialist analysis. Mathematics Education Research Journal, 29(4), 471-492. DOI: 10.1007/s13394-017-0202-x

Snelders, S. A. M. (2017). Leprosy and Colonialism: Suriname under Dutch Rule, 1750-1950. (Social Histories of Medicine). Manchester University Press.

Snelders, S. A. M., Huijnen, P., Verheul, J., de Rijke, M., & Pieters, T. (2017). A Digital Humanities Approach to the History of Culture and Science. In CLARIN in the Low Countries

Snelders, S. A. M., Kaplan, C. D., Frans J., M., & Pieters, T. (2017). Genetic Discrimination in the Doctoring of Cancer and Alcoholism. In H. Petermann, P. Harper, & S. Doetz (Eds.), History of Human Genetics: Aspects of Its Development and Global Perspectives (pp. 105-114). Cham: Springer.

Tai, C. (2017). Left Radicalism and the Milky Way: Connecting the Scientific and Socialist Virtues of Anton Pannekoek. Historical Studies in the Natural Sciences, 47(2), 200-254. DOI: 10.1525/hsns.2017.47.2.200

Van den Bogaart, T., Drijvers, P. H. M., & Tolboom, J. (2017). The design and use of open online modules for blended learning in STEM education. In G. Aldon, & J. Trgalova (Eds.), Proceedings of the 13th International Conference on Technology in Mathematics Teaching : Ecole Normale Supérieure de Lyon / Université Claude Bernard Lyon 1, 3 to 6 July, 2017 (pp. 339-346). Lyon: Universite de Lyon.

Van Den Hooff, P. (2017). Eeuwenoud uithangbord voor apotheker en drogist. Pharmaceutisch Weekblad, 152(10), 26-27.

van der Gronde, T., Uyl-de Groot, C. A., & Pieters, A. H. L. M. (2017). Addressing the challenge of high-priced prescription drugs in the era of precision medicine: a systematic review of drug life cycles, therapeutic drug markets and regulatory frameworks. PLoS One, 12(8), [e0182613]. DOI: 10.1371/journal.pone.0182613van der Laan, S. F. (2017). Een varken voor iedereen: De modernisering van de Nederlandse varkensfokkerij in de twintigste eeuw Utrecht University

van der Molen, B. J., & Pieters, T. (2017). Distant and close reading of Dutch drug debates in historical newspapers: Possibilities and challenges of big data research in historical public debate research. In A. Somani, & G. Deka (Eds.), Big Data Analytics: Tools and Technology for Effective Planning (pp. 373). (Big Data Series). CRC Press.

van der Valk, A. E., Kleijer, C. C., & Michels, B. I. (2017). Relating secondary school to higher education honours programmes. In P. van Eijl (Ed.), papers and notes conference 'Honors Futures' European Honors Council.

van der Valk, A. E. (2017). Reflectie op het NiNaS project: met focus op het model 'educate the educators' zoals toegepast in het project Nieuwe Natuurkunde in Suriname. Utrecht: Freudenthal Instituut: Universiteit Utrecht.

van der Valk, A. E., Kleijer, C. C., & Michels, B. I. (2017). Relating secondary school to higher education honours programmes. Journal of the European Honors Council , 2017(1), 1 - 3. [12].

van der Waaij, E. H., & Theunissen, L. T. G. (2017). De meest efficiënte kip ter wereld: De Nederlandse legkippenfokkerij in de twintigste eeuw. Studium, 10(2), 61-85. DOI: 10.18352/studium.10146

van Joolingen, W. (2017). A germ for young European scientists: Drawing-based modelling. In Y. Cai, S. L. Goei, W. Trooster, Y. Cai (Ed), S. L. Goei (Ed), & W. Trooster (Ed) (Eds.), Simulation and serious games for education. (pp. 13-28). (Simulation and serious games for education.). Utrecht, the Netherlands: Springer Science+Business Media. DOI: 10.1007/978-981-10-0861-0_2

Verhoeff, R. P., van Uum, M. S. J., & Peeters, M. (2017). Inquiry-based science education: scaffolding pupils’ self-directed learning in open inquiry. International Journal of Science Education, 39(18), 2461-2481. DOI: 10.1080/09500693.2017.1388940

Verhoeff, R. P. (2017). The Use of Drama in Socio-Scientific Inquiry-Based Learning. In K. Hahl, K. Juuti, J. Lampiselka, A. Uitto, & J. Lavonen (Eds.), Cognitive and Affective Aspects in Science Education Research: Selected papers from the ESERA 2015 conference (3 ed., Vol. Contributions from science education research, pp. 117-126). (Contributions from science education research; Vol. 3). Switzerland: Springer. DOI: 10.1007/978-3-319-58685-4_9

Verhoeff, R. P. (2017). WHAT IF…? DRAMA AS A TOOL FOR SOCIO SCIENTIFIC INQUIRY. In ESERA 2017 conference: Learning Science through Drama Vis, C. K. S. (2017). Strenghtening local curricular capacity in international development cooperation Utrecht University

Vu Thu Hang, N., Meijer, M. R., Bulte, A. M. W., & Pilot, A. (2017). Designing a primary science curriculum in a globalizing world: how do social constructivism and Vietnamese culture meet? Cultural Studies of Science Education, 12(3), 739-760. DOI: 10.1007/s11422-015-9696-2

Vu Thu Hang, N., Bulte, A. M. W., & Pilot, A. (2017). Interaction of Vietnamese teachers with a social constructivism-based primary science curriculum in a framework appropriate for a Confucian heritage culture. Asia-Pacific Science Education, 3(2). DOI: 10.1186/s41029-017-0013-0

Zhao, X., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (2017). Classroom assessment in the eyes of Chinese primary mathematics teachers: A review of teacher-written papers. Studies in Educational Evaluation, 52, 42-54. DOI: 10.1016/j.stueduc.2016.12.002