Publicaties 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.

Publicaties 2018

Abrahamson, D., Andrade, A., Bakker, A., Nathan, M. J., Walkington, C., Lindgren, R., ... Lindwall, O. (2018). Moving forward: In search of synergy across diverse views on the role of physical movement in design for stem education. In Proceedings of International Conference of the Learning Sciences, ICLS (2018-June ed., Vol. 2, pp. 1243-1250). (Proceedings of International Conference of the Learning Sciences, ICLS).

Antwi, V., Savelsbergh, E. R., & Eijkelhof, H. M. C. (2018). Understanding kinematics graphs using MBL tools, simulations and graph samples in an interactive engagement context in a Ghanaian university. In D. Sokolowska (Ed.), Research-based proposals for improving physics teaching and learning – focus on laboratory work (pp. 8-16). Kraków: Kraków: Faculty of Physics, Astronomy and Applied Computer Science, Jagiellonian University..

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

Bakker, A. (2018). Design research in education: A practical guide for early career researchers. London, UK: Routledge.

Bakker, A., Hahn, C., Kazak, S., & Pratt, D. (2018). Research on probability and statistics education: Trends and directions. In T. Dreyfus, M. Artigue, D. Potari, S. Prediger, & K. Ruthven (Eds.), Developing Research in Mathematics Education: Twenty Years of Communication, Cooperation and Collaboration in Europe (pp. 46-59). London, UK: Routledge.

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

Binkhorst, F., Poortman, C. L., McKenney, S. E., & van Joolingen, W. R. (2018). Revealing the balancing act of vertical and shared leadership in Teacher Design Teams. Teaching and Teacher Education, 72, 1-12. DOI: 10.1016/j.tate.2018.02.006

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.

Boels, L. B. M. M., Ebbes, R., Bakker, A., Van Dooren, W., & Drijvers, P. H. M. (2018). Students’ strategies when solving problems about statistical graphs.

Boels, L. B. M. M. (2018). Revealing Conceptual Difficulties when Interpreting Histograms: An Eye-Tracking Study. Invited Paper - Refereed. In M. A. Sorto, A. White, & L. Guyot (Eds.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10, Kyoto, july 2018) (pp. 1-4). Voorburg, the Netherlands: International Statistics Institute.

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

Dittmer, A., Knippels, M. C. P. J., Levinson, R., Price, S. F., & Zabel, J. (2018). Symposium: Thoughtfulness in Biology Education. 209.

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.

Drijvers, P. H. M. (2018). Digital assessment of mathematics: opportunities, issues and criteria. Mesure et Évaluation en Éducation, 41(1), 41-66.

Drijvers, P. H. M. (2018). Tools and taxonomies: a response to Hoyles. Research in Mathematics Education, 20(3), 229–235. DOI: 10.1080/14794802.2018.1522269

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.

Droogers, M. J. S., Bakker, A., & Drijvers, P. H. M. (2018). Repeated Sampling as a step towards Informal Statistical Inference. In M. A. Sotos, A. White, & L. Guyot (Eds.), Looking back, looking forward. : Proceedings of the Tenth International Conference on Teaching Statistics [C268] Voorburg: International Statistics Institute.

Duërkop, K., & Bakker, A. (2018). Literary education with narrative digital games: From formulating research questions to capturing the design rationale. In Design research in education: A practical guide for early career researchers (pp. 232–246). London, UK: Routledge.

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.

Flis, I. (2018). Discipline Through Method: Recent history and philosophy of scientific psychology (1950-2018) Utrecht University

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.

Hermens, R., & Maroney, O. J. E. (2018). Constraints on macroscopic realism without assuming non-invasive measurability. Studies in History and Philosophy of Science Part B - Studies in History and Philosophy of Modern Physics, 63, 50-64. DOI: 10.1016/j.shpsb.2017.11.003

Hoeneveld, F. (2018). Een vinger in de Amerikaanse pap: Fundamenteel fysisch en defensieonderzoek in Nederland tijdens de vroege Koude Oorlog. Utrecht University.

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

Hoogland, K., de Koning, J., Bakker, A., Pepin, B. E. U., & Gravemeijer, K. (2018). Changing representation in contextual mathematical problems from descriptive to depictive: The effect on students’ performance. Studies in Educational Evaluation, 58, 122-131. DOI: 10.1016/j.stueduc.2018.06.004

Huistra, H. M. (2018). The Afterlife of the Leiden Anatomical Collections: Hands on, Hands off. (The history of medicine in context). Routledge.

Huistra, H. M. (2018). Standardizing Slimness: How Body Weight Quantified Beauty in the Netherlands, 1870–1940. In C. Liebelt, S. Böllinger, & U. Vierke (Eds.), Beauty and the Norm: Debating Standardization in Bodily Appearance (pp. 45–72). (Palgrave Studies in Globalization and Embodiment). London: Palgrave Macmillan.

Kamphorst, F., Savelsbergh, E. R., Vollebregt, M. J., & van Joolingen, W. R. (2018). A meaningful introduction to the light postulate for secondary education students. Abstract from GIREP-MPTL, San Sebastian, Spain.

Klein, W. (2018). New Drugs for the Dutch Republic: The Commodification of Fever Remedies in the Netherlands (c. 1650-1800) Utrecht University

Knippels, M. C. P. J., & Waarlo, A. J. (2018). Development, uptake, and wider applicability of the Yo-yo strategy in biology education research: A reappraisal. Education Sciences, 8(3), 1-20. [129]. DOI: 10.3390/educsci8030129

Knippels, M. C. P. J., Zabel, J., Zdunek, J., & Slegers, A. (2018). Narratives as a way to foster thoughtfulness in biology education. In 12th conference of European Researchers in Didactics of Biology (ERIDOB) (pp. 211). Zaragoza.

Kohls, C., Köppe, C., Pedersen, A. Y., & Dalsgaard, C. (2018). Outside In and Inside Out: New Hybrid Education Patterns. Paper presented at European Conference on Pattern Languages of Programs, Irsee, Germany.DOI: 10.1145/3282308.3282330

Konrad, U., & Bakker, A. (2018). From implementer to co-designer: A teacher’s changing role in a design research project. In Design research in education: A practical guide for early career researchers (pp. 247–255). London, UK: Routledge.

Meulenbroeks, R. F. G., T. van der Veen, J., & Eijkelhof, H. M. C. (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

Nilsson, P., Schindler, M., & Bakker, A. (2018). The nature and use of theories in statistics education. In International handbook of research in statistics education (pp. 359-386). Cham, Switzerland: Springer. DOI: 10.1007/978-3-319-66195-7_11

Oudman, S., van de Pol, J., Bakker, A., Moerbeek, M., & van Gog, T. (2018). Effects of different cue types on the accuracy of primary school teachers’ judgments of students’ mathematical understanding. Teaching and Teacher Education, 76, 214-226. DOI: 10.1016/j.tate.2018.02.007

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.

Pieters, A. H. L. M., van der Gronde, T., & Leufkens, H. G. M. (2018). Response to proposal for a novel cancer drug pricing model. NATURE REVIEWS CLINICAL ONCOLOGY, 15(528), 405-406.

Pieters, A. H. L. M. (2018). Poisons in the historic medicine cabinet. In Grell, Cunningham, & Arrizabalaga (Eds.), Poisons and medicines in European history (pp. 9-24). London: Taylor & Francis.

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 / CEUR-WS.org.

Smit, J., Gijsel, M., Hotze, A., & Bakker, A. (2018). Scaffolding primary teachers in designing and enacting language-oriented science lessons: Is handing over to independence a fata morgana? Learning, Culture and Social Interaction, 18, 72-85. DOI: 10.1016/j.lcsi.2018.03.006

Stubbé, H. (2018). Designing learning opportunities for the hardest to reach - Game-based mathematics learning for out-of-school children in Sudan Utrecht University

T. van der Veen, J., Meulenbroeks, R. F. G., & Eijkelhof, H. M. C. (2018). Engineers in the physics classroom: Helping engineers become physics teachers. 1353-1360. Paper presented at SEFI Societe Europeenne pour la formation des Ingenieurs, Kopenhagen, Denmark.

Tacoma, S. G., Sosnovsky, S. A., Boon, P. B. J., Jeuring, J. T., & Drijvers, P. H. M. (2018). The Interplay between Inspectable Student Models and Didactics of Statistics. Digital Experiences in Mathematics Education, 4(2), 139-162. DOI: 10.1007/s40751-018-0040-9

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

Theunissen, L. T. G. (2018). Review of Bert Sliggers, De verzamelwoede van Martinus van Marum en de ouderdom van de aarde. Studium: Tijdschrift voor Wetenschaps-en Universiteitsgeschiedenis, 11(2), 156-158.

Tolboom, J., & Doorman, L. M. (2018). The consequences of including computer-based mathematics and informatics in the STEM curriculum. In S. Mysore (Ed.), International Approaches to STEM Education (pp. 210-221). (CIDREE Yearbook; Vol. 2018). Luxembourg: Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques.

van der Gronde, T., & Pieters, A. H. L. M. (2018). Assessing Pharmaceutical Research and Development Costs. JAMA Internal Medicine, 178(4), 587-588. DOI: 10.1001/jamainternmed.2017.8706

van Dijk, G., van der Meij, A., & Savelsbergh, E. R. (2018). Maker Education Opportunities and threats for engineering and technology education. Abstract from FablearnNL18, .

van Driel, S., Slot, E., & Bakker, A. (2018). A primary teacher learning to use scaffolding strategies to support pupils’ scientific language development. European Journal of STEM Education, 3(2), [5].

van Leendert, A. J. M. (2018). Reading and comprehending algebraic expressions by sighted and braille-dependent students. Poster session presented at Eye Learn, Utrecht, Netherlands.

Veldkamp, A., Knippels, M. C. P. J., & van Joolingen, W. R. (2018). No Escape: the rise of Escape Rooms in secondary biology education. What do teachers and students perceive as the educational potential of Escape Rooms in secondary biology education?. 190. Abstract from European Researchers in Didactics of Biology, Zaragoza, Spain.

Verhoeff, R. P., Knippels, M. C. P. J., Gilissen, M. G. R., & Boersma, K. T. (2018). The theoretical nature of systems thinking. Perspectives on systems thinking in biology education. Frontiers in Education, 3, 1-11. [40]. DOI: 10.3389/feduc.2018.00040

Verhoeff, R. P., Knippels, M. C. P. J., & Gilissen, M. G. R. (2018). Systems thinking and the theoretical nature of seeing coherence. In XII Conference of European Researchers in Didactics of Biology: ERIDOB 2018 (pp. 191). Zaragoza.

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

Werner, N., & Bakker, A. (2018). Linking design and theory: Using conjecture maps to focus the design research process in art education. In Design research in education: A practical guide for early career researchers (pp. 225–231). London: Routledge.

Wijaya, A., Van den Heuvel-Panhuizen, M., Doorman, L. M., & Veldhuis, M. (2018). Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks: Lessons from Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), [em1598]. DOI: 10.29333/ejmste/93420

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