dr. ir. A.M.W. (Astrid) Bulte
A.M.W.Bulte@uu.nl
Gegenereerd op 2018-01-18 14:44:39


Profiel

Staflid van het Freudenthal Instituut voor Didactiek van Wiskunde en Natuurwetenschappen (FIsme) en teamleider Chemiedidactiek (betafaculteit)

Aanwezig op maandag

Contact:

E-mail                              a.m.w.bulte@uu.nl


Buys Ballot gebouw / Princetonplein 5 / 3584 CC  Utrecht / kamer bbg 3.06

Strategische thema's / focusgebieden
Betrokken bij de opleiding(en)
Wetenschappelijke expertises
vakdidactiek scheikunde
Gegenereerd op 2018-01-18 14:44:39
Curriculum vitae Download PDF

Education

1983 – 1989 Masterstudy (cum laude), Department of Chemical Engineering Science, Universiteit Twente, the Netherlands

1989 – 1994 PhD project on Membrane-technology, Department of Chemical Engineering, Universiteit Twente, the Netherlands

1994 – 1995 Teacher degree Chemistry, ICLON, University of Leiden, the Netherlands

1997 – 1999 Teacher degree ANW (public understanding of science), Universiteit Utrecht, the Netherlands

2001 University Teacher Qualification (BKO), Universiteit Utrecht

2007 SeniorUniversity Teacher Qualification (SKO), Universiteit Utrecht

2012 Visiting professorship Technische Univeristät Kaiserslautern (Stiftverband für die Deutsche Wissenschaft & Carl Zeiss Stiftung) Sommersemester 2012 

Professional experience / employment

1999 – now Assistant / associate (2007) professor Freudenthal Institute for Science and Mathematics Education, Faculty of Science, Universiteit Utrecht, the Netherlands

1995 – 1999 Teacher Chemistry & Physics, secondary school, Gymnasium Camphusianum, Gorinchem, the Netherlands

1994 – 1995 Teacher Chemistry & Physics, secondary school, InterconfessioneelMakeblijdeCollege, Rijswijk, the Netherlands

National and international networks and activities

1988 Study tour to Japan with C.T.S.G. Alembic, University of Twente, NL

1994 Tour through US: Renselaer Polytechnic Institute, University of New York at Albany/Troy, University of Texas at Austin, University of Colorado at Boulder, exchange and lectures about Membrane Technology.

1997 – 2001 Board member & chair (2000 – 2001) of national science teacher association [Nederlandse Vereniging Onderwijs in Natuurwetenschappen, NVON] & board membership of national Chemistry communication centre (C3)

2007 MemberICOGraduateSchool of Education

2009 – 2014 Member of the Scientific Committee of the National Graduate School in Science, Technology and Math Education, Sweden (Swedish acronym FontD)

2011- now Member of Innovatie Centra Academische Bachelor (ICAB), chemistry.

Mastering of Languages

Dutch and English:  fluent; German: good; French and Spanish: basic.

Personal life

I enjoy reading and writing poetry and music, nature and my own garden, classical ballroom dancing and Latin American.

Gegenereerd op 2018-01-18 14:44:39
Alle publicaties
  2017 - Wetenschappelijke publicaties
Vu Thu Hang, N., Meijer, M.R., Bulte, A.M.W. & Pilot, A. (01-09-2017). Designing a primary science curriculum in a globalizing world: how do social constructivism and Vietnamese culture meet?. Cultural Studies of Science Education, 12 (3), (pp. 739-760) (21 p.).
Vu Thu Hang, N., Bulte, A.M.W. & Pilot, A. (21-07-2017). 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) (33 p.).
Bulte, A.M.W., Prins, G.T., Meijer, M.R., Pilot, A. & Sevian, Hannah (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 (12 p.).
Vrancken, S.E.A., Prins, G.T. & Bulte, A.M.W. (24-10-2017). Towards an empirically substantiated professional development programme to train lead teachers to support curriculum innovation. Professional Development in Education
  2016 - Wetenschappelijke publicaties
  2015 - Wetenschappelijke publicaties
Sevian, Hannah & Bulte, A.M.W. (2015). Learning Chemistry to enrich students' views on the world they live in. In Ingo Eilks & Avi Hofstein (Eds.), Relevant Chemistry Education - From theory to Practices (pp. 55-78) (23 p.). Rotterdam: Sense.
Vu Thu Hang, N., Meijer, M.R., Bulte, A.M.W. & Pilot, A. (04-08-2015). The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam. Cultural Studies of Science Education, 10 (3), (pp. 665–693) (29 p.).
Vu Thu Hang, Ngo, Meijer, Marijn Roland, Bulte, Astrid M. W. & Pilot, Albert (04-09-2015). The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam. Cultural Studies of Science Education (pp. 665-693) (29 p.).
  2014 - Wetenschappelijke publicaties
Overman, Michelle, Vermunt, Jan D., Meijer, Paulien C., Bulte, Astrid M W & Brekelmans, Mieke (2014). Students' perceptions of teaching in context-based and traditional chemistry classrooms - Comparing content, learning activities, and interpersonal perspectives. International Journal of Science Education, 36 (11), (pp. 1871-1901) (31 p.).
  2013 - Wetenschappelijke publicaties
Meijer, M.R., Bulte, A.M.W. & Pilot, A. (2013). An approach for design-based research focusing on design principles for science education: A case study on a relevant context for macro-micro thinking. In T. Plomp & N. Nieveen (Eds.), Educational design research, Part B: illustrative cases (pp. 619-640) (22 p.). Enschede: SLO.
Nab, J., Bulte, A.M.W. & Pilot, A. (2013). Fostering the competence of science students in identifying business opportunities: A design research approach. International Journal of Entrepreneurial Venturing, 5 (1), (pp. 28-47) (20 p.).
Meijer, M.R., Bulte, A.M.W. & Pilot, A. (2013). Macro-micro thinking with structure-property relations: integrating ‘Meso-levels’ in secondary education. In G. Tsaparlis & H. Sevian (Eds.), Concepts of Matter in Science Education, Innovations in Science Education and Technology (pp. 419-436) (18 p.). Dordrecht: Springer.
Overman, M., Vermunt, J. D., Meijer, P.C., Bulte, A.M.W. & Brekelmans, M. (2013). Textbook questions in context-based and traditional chemistry curricula analysed from a content perspective and a learning activities perspective. International Journal of Science Education, 35 (17), (pp. 2954-2978) (25 p.).
  2012 - Wetenschappelijke publicaties
Dolfing, R., Bulte, A.M.W., Pilot, A. & Vermunt, J. D. (2012). Domain-specific expertise of chemistry teachers on context-based education about macro-micro thinking in structure-property relations. Research in Science Education, 42 (3), (pp. 567-588) (22 p.).
Stolk, M.J., Bulte, A.M.W., de Jong, O. & Pilot, A. (2012). Evaluating a Professional Development Framework to Empower Chemistry Teachers to Design Context-Based Education. International Journal of Science Education, 34 (10), (pp. 1487-1508) (22 p.).
  2011 - Wetenschappelijke publicaties
Gilbert, J.K., Bulte, A.M.W. & Pilot, A. (2011). Concept development and transfer in context-based science education. International Journal of Science Education, 33 (6), (pp. 817-837) (21 p.).
Prins, G.T., Bulte, A.M.W. & Pilot, A. (2011). Evaluation of a design principle for fostering students’ epistemological views on models and modelling using authentic practices as contexts for learning in chemistry education. International Journal of Science Education, 33 (11), (pp. 1539-1569) (31 p.).
Stolk, M.J., de Jong, O., Bulte, A.M.W. & Pilot, A. (2011). Exploring a framework for professional development in curriculum innovation: Empowering teachers for designing context-based chemistry education. Research in Science Education, 41 (3), (pp. 369-388) (20 p.).
Bulte, A.M.W. & Seller, F. (2011). Making an innovation grow: on the shared learning within and between communities. In C. Linder, L. Östman, D.A. Roberts, P. Wickman, G. Erickson & A. MacKinnon (Eds.), Exploring the landschape of scientific literacy (pp. 236-254) (224 p.). New York: Routledge.
  2010 - Wetenschappelijke publicaties
Westbroek, H.B., Klaassen, C.W.J.M., Bulte, A.M.W. & Pilot, A. (2010). Providing students with a sense of purpose by adapting a professional practice. International Journal of Science Education, 32 (5), (pp. 603-627) (25 p.).
Prins, G.T., Bulte, A.M.W. & Pilot, A. (2010). Teaching and Learning of Modelling in Chemistry Education: Authentic Practices as Context for Learning. In I. Eilks & B. Ralle (Eds.), Contemporary Science Education – Implications from Science Education Research about Orientations, Strategies and Assessment (pp. 219-230) (12 p.). Aachen: Shaker Publishing.
  2009 - Wetenschappelijke publicaties
Bulte, A.M.W., Clarck, J., MacKinnon, A., Erickson, G. & Tiberghien, A. (31-08-2009). Fostering professional development and curriculum change within learning communities, ‘Learning’ as the adaptation of complex systems, Symposium: Exploring the landschape of scientific literacy. In F. Tasar (Eds.), Conference Proceedings ESERA (European Science Education Research Association) Conference 2009 Istanbul: BROS PCO, ESERA (European Science Education Research Association) Conference 2009.
Nab, J., Bulte, A.M.W. & Pilot, A. (27-05-2009). Ontwerpprincipes om competenties van het onderkennen van business opportunities bij bétastudenten te stimuleren. In S. Janssens (Eds.), Onderwijs: een kwestie van emancipatie en (on)gelijkheid. Proceedings Onderwijs Research Dagen 2009 (pp. 127-129) (3 p.). Leuven: K.U. Leuven, Onderwijs Research Dagen 2009.
Stolk, M., Bulte, A.M.W., de Jong, O. & Pilot, A. (2009). Strategies for a professional development programme: empowering teachers for context-based chemistry education. Chemistry Education Research and Practice, 10, (pp. 154-163) (10 p.).
Prins, G.T., Bulte, A.M.W., van Driel, J.H. & Pilot, A. (2009). Students’ Involvement in Authentic Modelling Practices as Contexts in Chemistry Education. Research in Science Education, 39 (5), (pp. 681-700) (20 p.).
Stolk, M., Bulte, A.M.W., de Jong, O. & Pilot, A. (2009). Towards a framework for a professional development programme: empowering teachers for context-based chemistry education. Chemistry Education Research and Practice, 10, (pp. 164-175) (12 p.).
Bulte, A.M.W. & de Kleijn, E. (27-05-2009). Voorbeeldleerlijnen Nieuwe Scheikunde [exemplar learning lines New Chemistry]. Onderwijs een kwestie van emancipatie en (on)gelijkheid = Education, a matter of emancipation and (in)equality Leuven: K.U. Leuven, Onderwijs Research Dagen (ORD) Leuven.
  2009 - Vakpublicaties
Bulte, A.M.W., Meijer, M.R. & de Gruijter, J. (2009). Contexten in reddende luiers. NVOX, 34 (7), (pp. 296-297) (2 p.).
  2008 - Wetenschappelijke publicaties
van Berkel, B., Pilot, A. & Bulte, A.M.W. (2008). Micro-macro thinking in Chemistry Education: Why and how to escape?. In J.K. Gilbert & D. Treagust (Eds.), Multiple representations in chemical education (380 p.). Springer.
Prins, G.T., Bulte, A.M.W., van Driel, J. (Jan) & Pilot, A. (2008). Selection of authentic modelling practices as contexts for chemistry education. International Journal of Science Education, 30, (pp. 1867-1890) (24 p.).
Meijer, M.R., Pilot, A. & Bulte, A.M.W. (2008). Structure-property relations between macro and micro representations: relevant mesolevels in authentic tasks. In J.K. Gilbert & D. Treagust (Eds.), Multiple representations in chemical education (380 p.). Springer.
van Driel, J.H., Bulte, A.M.W. & Verloop, N. (2008). Using the curriculum emphasis concept to investigate teachers' curricular beliefs in the context of educational reform. Journal of Curriculum Studies, 40, (pp. 107-122) (16 p.).
  2008 - Vakpublicaties
Apotheker, J., Bulte, A.M.W., de Kleijn, E. & Seller, F. (2008). Een tussenverslag van de stuurgroep Nieuwe Scheikunde. NVOX, 5, (pp. 202-203) (2 p.).
Apotheker, J., Bulte, A.M.W., de Kleijn, E. & van Rossum, J. (2008). Het examenexperiment Nieuwe Scheikunde. NVOX, 1, (pp. 16-18) (3 p.).
Appelhof, P., Bulte, A.M.W. & Seller, F. (2008). Innoveren met perspectief, vernieuwing van bètatechnisch onderwijs. (38 p.). Utrecht: Oberon.
Meijer, M.R., Prins, G.T., Bulte, A.M.W. & Pilot, A. (2008). Method of Educational Design-Based Research in science education: why and how?. In B. Ralle & I. Eilks (Eds.), Promoting successful science education - The worth of science education research (pp. 31-46) (220 p.). Aachen: Shaker Publishing.
  2006 - Wetenschappelijke publicaties
Bulte, A.M.W., Westbroek, H.B., de Jong, O. & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts. International Journal of Science Education, 28, (pp. 1063-1086) (24 p.).
Prins, G.T., Bulte, A.M.W. & Pilot, A. (10-05-2006). Authentieke taken in een ontwerp van betekenisvol leren van modellen en modelleren in het voortgezet onderwijs. In J. Beishuizen et al (Eds.), Samen kennis ontwikkelen (pp. 212) (1 p.). Amsterdam: VUA, ORD, Amsterdam.
Stolk, M.J., Bulte, A.M.W., de Jong, O. & Pilot, A. (2006). Empowering teachers for designing context-based chemistry education. In I. Eilks & B. Ralle (Eds.), Towards research-based science teacher education (pp. 159-170) (12 p.). Aachen: Shaker Publishing, 18th Symposium on Chemical and Science Education.
Pilot, A. & Bulte, A.M.W. (2006). The use of ''contexts'' as a challenge for the chemistry curriculum: Its successes and the need for further development and understanding. International Journal of Science Education, 28 (9), (pp. 1087-1112) (26 p.).
Pilot, A. & Bulte, A.M.W. (2006). Why do you "need to know"? Context-based education. International Journal of Science Education, 28 (9), (pp. 953-956) (4 p.).
  2005 - Wetenschappelijke publicaties
Bulte, A.M.W., Pilot, A., van Rens, L. & Westbroek, H.B. (2005). Aanpassing van authentieke scheikundige praktijken voor een effectief onderwijsleerproces in het Voortgezet Onderwijs. In M. Valcke, K. de Cock, D. Gombier & R. VanderLinde (Eds.), Meten en Onderwijskundig Onderzoek (pp. 366-368) (3 p.). Gent: Universiteit Gent, ORD.
Prins, G.T., Bulte, A.M.W., van Driel, J. (Jan) & Pilot, A. (29-08-2005). Adapting authentic scientific practices for meaningful learning of models and modelling in chemistry education. In R. Pinto & D. Couso (Eds.), Proceedings of the Fifth International ESERA Conference on Contributions of Research to Enhancing Students' Interest in Learning Science (pp. 605-607) (3 p.). Barcelona: Universitat Autonoma de Barcelona, ESERA.
Bulte, A.M.W., Westbroek, H.B., Stolk, M.J., Prins, G.T., de Jong, O. & Pilot, A. (29-08-2005). Authentic Practice based Chemistry Education. In R. Pinto & D. Couso (Eds.), Proceedings of the Fifth International ESERA Conference on Contributions of Research to Enhancing Students' Interest in Learning Science (pp. 66-69) (4 p.). Barcelona, Spain: Universitat Autonoma de Barcelona, ESERA.
Westbroek, H.B., Klaassen, C.W.J.M., Bulte, A.M.W. & Pilot, A. (2005). Characteristics of meaningful chemistry education. In K.Th. Boersma, M. Goedhart, O. de Jong & H.M.C. Eijkelhof (Eds.), Research and the Quality of Science Education (pp. 67-76) (10 p.). Dordrecht, The Netherlands: Springer.
Bulte, A.M.W. & Pilot, A. (29-08-2005). Context Based Chemistry Education: Theme and Overview of the symposium. In R. Pinto & D. Couso (Eds.), Proceedings of the Fifth International ESERA Conference on Contributions of Research to Enhancing Students' Interest in Learning Science (pp. 50-51) (2 p.). Barcelona, Spain: Universitat Autonoma de Barcelona, ESERA.
Meijer, M.R., Bulte, A.M.W. & Pilot, A. (29-08-2005). Meaningful learning & teaching structure-property relations: A conceptual analysis. In R. Pinto & D. Couso (Eds.), Proceedings of the Fifth International ESERA Conference on Contributions of Research to Enhancing Students' Interest in Learning Science (pp. 668-671) (4 p.). Barcelona, Spain: Universitat Autonoma de Barcelona, ESERA.
Prins, G.T., Bulte, A.M.W., van Driel, J.H. & Pilot, A. (2005). Meningful learning of models and modelling in chemistry education by adapting authentic practices. In H.E. Fischer (Eds.), Developing Standards in Research (pp. 187-196) (10 p.). London: Taylor & Francis.
Bulte, A., Klaassen, K., Westbroek, H.B., Stolk, M., Prins, G., Genseberger, R., de Jong, O. & Pilot, A. (2005). Modules for a new chemistry curriculum. Research on a meaningful relation between contexts and concepts. In P. Nentwig & D. Waddington (Eds.), Making it relevant. Context based learning of science (pp. 273-299) (27 p.). Münster: Waxmann Verlag.
Stolk, M.J., Bulte, A.M.W. & de Jong, O. (29-08-2005). Structuring chemistry teacher learning in a curriculum innovation: understanding the effectiveness of elements of a professional development program. In R. Pinto & D. Couso (Eds.), Proceedings of the Fifth International ESERA Conference on Contributions of Research to Enhancing Students' Interest in Learning Science (pp. 983-986) (4 p.). Barcelona, Spain: Universitat Autonoma de Barcelona, ESERA.
Stolk, M.J., Bulte, A.M.W., de Jong, O. & Pilot, A. (2005). Teaching concepts in contexts, designing a chemistry teacher course in a curriculum innovation. In K.Th. Boersma, M. Goedhart, O. de Jong & H.M.C. Eijkelhof (Eds.), Research and the quality of science education (pp. 169-180) (12 p.). Dordrecht, The Netherlands: Springer.
Bulte, A.M.W. & Pilot, A. (2005). Using authentic practices for science and technology curricula. In J. Casal & A. Sastre (Eds.), Didactica i organitzacio d'assignatures basades en l'experimentacio (pp. 3-18) (16 p.). Barcelona, Spain: Universitat Politechnica de Catalunya.
  2004 - Wetenschappelijke publicaties
Bulte, A.M.W., Westbroek, H.B., van Rens, E.M.M. & Pilot, A. (2004). Involving students in meaningful chemistry education by adapting athentic practices. In B. Ralle & I. Eilks (Eds.), Quality in practice-oriented research in science education (Proceedings of the 17th Symposium on Chemical Education in Dortmund). (pp. 105-116) (12 p.). Aachen: Shaker Publishing.
  2002 - Wetenschappelijke publicaties
de Vos, W., Bulte, A.M.W. & Pilot, A. (2002). Chemistry curricula for general education: analysis and elements of a design. In O. de Jong R. Justi J. Gilbert, & J. van Driel (Eds.), Chemical Education: Towards Research-based Practice. (pp. 101-124) (24 p.). Dordrecht: Kluwer Academis Publishers.
Bulte, A.M.W., Westbroek, H.B., Klaassen, C.W.J.M. & Pilot, A. (2002). Developmental research: Healthy & poisonous effects of substances. In B. Ralle, J. Eilks, (Eds.), Research in Chemical Education: what this mean? (pp. 99-110) (11 p.). Dortmund: Aachen, Germany, Proceedings of the 16th Symposium on Chemical Education in Dortmund.
  2001 - Wetenschappelijke publicaties
Westbroek, H.B., Bulte, A.M.W., de Vos, W. & Pilot, A. (2001). Curriculum design through developmental research. Bridging Research Methodology and Research Aims, Proceedings of the 5th European Science Education Summerschool (pp. 340-348) (9 p.). Gilleleje, Denmark: The Danish University of Education Copenhagen.
Westbroek, H.B., Bulte, A.M.W. & Pilot, A. (2001). Development of a prototype module: An example of a new vision on an A-level Chemistry curriculum. In O. de Jong, E.R. Savelsbergh & A. Albals (Eds.), Teaching for scientific literacy: context, competency, curriculum. Proceedings of the 2000 International Symposium (pp. 27-40) (14 p.). Utrecht: CD-Bèta-Press.
  2001 - Vakpublicaties
Zegers, G.E., Westbroek, H.B., Bulte, A.M.W. & Pilot, A. (2001). Laat ze maar zwemmen of Een zwembad in de klas. Conferentieverslag Woudschoten Chemie Conferentie 2001 (54 p.). Utrecht: Chemiedidactiek.
Bulte, A.M.W., Donk, L. & Peper, I. (2001). Samenwerking tussen onderwijs en industrie in Europa. NVOX, 3, (pp. 158-161) (4 p.).
  2000 - Vakpublicaties
Bulte, A.M.W., Carelsen, F.J., Davids, W., Morelis, J., Jansen-Ligthelm, C.D., Pilot, A., Velthorst, N.H. & de Vos, W. (2000). Nieuwe scheikunde. Hoofdlijnennotitie over een voorstel tot een fundamentele herziening van het scheikundeprogramma voor de bovenbouw van havo en vwo. (9 p.). Amersfoort: Eenhoorngroep.
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Gegenereerd op 2018-01-18 14:44:39

Het onderzoek in ons team staat in samenhang met het onderzoeksprogramma van FIsme, en vindt een plaats binnen twee thema’s: 1. Vakdidactisch onderzoek aan context-concept benaderingen, waarin binnen een lessenserie een context betekenisvol verbonden wordt met het leren van vakconcepten. 2. Het leren van ervaren scheikundedocenten die nieuwe contexten en nieuwe vakinhoud vormgeven. Modelleren en Macro – micro verbindingen vormen de kern van het chemisch denken: concrete fenomenen (macro) verbinden met de modellen van (sub)microscopische deeltjes. Het kiezen van nieuwe contexten staat in relatie tot nieuwe vakinhoud, bijvoorbeeld: nieuwe materialen, biochemische ontwikkelingen en nanotechnologie. Dan wordt zichtbaar dat ook ‘tussenliggende’ structuren, zoals kristallen, cellen, eiwitstructuren, micellen, essentieel zijn voor het verklaren van de eigenschappen op macroniveau.

Gegenereerd op 2018-01-18 14:44:39

Teaching experience

In secondary education: chemistry / physics / science; students aged 12 – 18 at different ability levels. In higher education (university): chemistry / communication skills / science education / science teacher education.

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Nevenfuncties

Lid van de adviesraad van de stichting Communicatie Centrum Chemie (C3)

Lid van de International Scientific Comite of The Swedish National Graduate School in Science, Mathematics and Technology Education Research (FontD)

Traineeship dienst geestelijke verzorging en pastoraat, Radboud Universitair Medisch Centrum, Nijmegen

Gegenereerd op 2018-01-18 14:44:40
Volledige naam
dr. ir. A.M.W. Bulte Contactgegevens
Buys Ballotgebouw

Princetonplein 5
Kamer 306
3584 CC  UTRECHT

Telefoonnummer direct 030 253 8763
Telefoonnummer afdeling 030 253 1179
Mobiel 06 20 872 409
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Gegenereerd op 2018-01-18 14:44:40
Laatst bijgewerkt op 30-10-2017