Publications
2021
Dolfing, R., Prins, G. T., Bulte, A. M. W., Pilot, A., & Vermunt, J. (2021). Strategies to support teachers’ professional development regarding sense-making in context-based science curricula. Science Education, 105(1), 127-165. https://doi.org/10.1002/sce.21603
2020
Groothuijsen, S. E. A., Bronkhorst, L. H., Prins, G. T., & Kuiper, W. (2020). Teacher-researchers’ Quality Concerns for Practice-oriented Educational Research. Research Papers in Education, 35(6), 766-787. https://doi.org/10.1080/02671522.2019.1633558
de Waard, E. F., Prins, G. T., & van Joolingen, W. R. (2020). Pre-university students' perceptions about the life cycle of bioplastic and fossil-based plastics. Chemistry Education Research and Practice, 21(3), 908--921. https://doi.org/10.1039/C9RP00293F
2019
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. https://doi.org/10.1016/j.edurev.2019.02.002
Prins, G. T., & Eijkelhof, H. M. C. (2019). Closing the gap between teaching practice and educational research: Science Teachers with a PhD degree conducting practice-oriented research in school context.. Poster session presented at ESERA, Bologna, Italy.
Groothuijsen, S. E. A., Prins, G. T., & Bulte, A. M. W. (2019). Towards an empirically substantiated professional development programme to train lead teachers to support curriculum innovation. Professional Development in Education, 45(5), 739-761. https://doi.org/10.1080/19415257.2018.1510427
2018
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. https://doi.org/10.1080/09500693.2018.1470347
2017
Vrancken, S. E. A., Bronkhorst, L. H., Prins, G. T., & Kuiper, W. (2017). Impact van praktijkgericht onderwijsonderzoek door docentonderzoekers: een conceptueel raamwerk. Paper presented at Onderwijs Research Dagen, Antwerp, Belgium.
Prins, G. T., Bulte, A. M. W., & Pilot, A. (2017). Supporting Teachers in Designing Context-Based Chemistry Education: Evaluation of an Activity-based Instructional Framework.
Kortland, J., Mooldijk, A. H., Poorthuis, H., & Prins, G. T. (2017). Natuurkunde-Scheikunde op de lerarenopleiding. In G. Geerdink, & I. P. (Eds.), Kennisbasis lerarenopleiders - Katern 3: Inhoud en vakdidactiek op de lerarenopleidingen (pp. 263-269). VELON.
2016
Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2016). Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study. Educational Research Review, 19, 158-172. https://doi.org/10.1016/j.edurev.2016.07.003
Prins, G. T., Bulte, A. M. W., & Pilot, A. (2016). An Activity-Based Instructional Framework for Transforming Authentic Modeling Practices into Meaningful Contexts for Learning in Science Education. Science Education, 100(6), 1092-1123. https://doi.org/10.1002/sce.21247
2015
Vrancken, S. E. A., Prins, G. T., Bronkhorst, L. H., & Kuiper, W. (2015). Kwaliteitscriteria voor praktijkgericht onderwijsonderzoek. Abstract from Onderwijs Research Dagen, Leiden, Netherlands.
Vrancken, S. E. A., Prins, G. T., Bronkhorst, L. H., & Kuiper, W. (2015). Conceptualising an elusive concept: the nature of impact of practice-oriented educational research. Abstract from EAPRIL, Esch-sur-Alzette, Luxembourg.
Vaessen, B. E., Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Bakker, A., & Draijer, J. M. (2015). Effecten van onderwijsaanpakken op attitudes tegenover de bètawetenschappen. Freudenthal instituut.
Prins, G. T., Fechner, S., Savelsbergh, E. R., Rietbergen, C., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2015). Effects of Educational Interventions on Student Attitudes toward Science and Mathematics. Abstract from ESERA, Helsinki, Finland.
Prins, G. T., & Bominaar, T. (2015). Composieten: denken vanuit materiaaleigenschappen. Woudschoten Chemieconferentie, Zeist, Netherlands.
Hollaardt, B., & Prins, G. T. (2015). Postdoc-posities op school. NVOX, 40(1), 20-22. [1].
Bulte, A. M. W., Prins, G. T., Meijer, M. R., & Pilot, A. (2015). Whose Practices Make Relevant Chemistry Education, and for Whom?.
Bakker, A., Prins, G. T., Savelsbergh, E., Vaessen, B. E., Rietbergen, C., Fechner, S., & Draijer, J. M. (2015). Interesse wekken voor bèta: Een meta-analyse. Abstract from Onderwijs Research dagen, Leiden, Netherlands.
2014
Verkaaik, T., Prins, G., van der Lecq, F., & Bominaar, T. (2014). Modelleren van reactiekinetiek. Een kanstheoretische benadering.
Prins, G., Enckevort, C. V., Sanders, G., & Bominaar, T. (2014). Molecular Modelling: Medicijnontwikkeling tegen malaria.
Prins, G. (2014). Lesgeven en promoveren: een gouden combinatie? eindrapportage DUDOC-programmaraad. (FIsme Scientific Library). Universiteit Utrecht.
Boer, H., Prins, G., Goedhart, M. J., & Boersma, K. (2014). Students' Experienced Coherence Between Chemistry and Biology in Context-Based Secondary Science Education. In C. Bruguière, A. Tiberghien, & P. Clément (Eds.), Topics and Trends in Current Science Education: 9th ESERA Conference Selected Contributions (pp. 385-402). (Contributions from Science Education Research; Vol. 1). Springer.
Boer, H. J., Prins, G., Goedhart, M. J., & Boersma, K. (2014). Students’ experienced coherence between chemistry and biology in context-based secondary science education. In C. Brugière, A. Tiberghien, & P. Clément (Eds.), Topics and trends in current science education: 9th ESERA conference selected contributions (pp. 385-402). Springer. https://doi.org/10.1007/978-94-007-7281-6_24
2013
Prins, G. T., & Drijvers, P. (2013). Schoon drinkwater, een combinatie van wis- en scheikunde. Wisactueel |, 1-2.
Prins, G. T., & Pilot, A. (2013). Adapting authentic science practices into contexts for learning: The case of models and modelling in pre-university chemistry education. In T. Plomp, & N. Nieveen (Eds.), Educational design research - Part B: Illustrative cases (pp. 619-640). SLO (Netherlands institute for curriculum development).
Eilks, I., Prins, G. T., & Lazarowitz, R. (2013). How to Organise the Chemistry Classroom in a Student-Active Mode. In I. Eilks, & A. Hofstein (Eds.), Teaching Chemistry – A Studybook : A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers (pp. 183-212). SensePublishers. https://doi.org/10.1007/978-94-6209-140-5_7
2012
Prins, G. T., Bulte, A. M. W., & Pilot, A. (2012). Teaching and Learning of Modelling in Chemistry Education: Authentic Practices as Context for Learning. Paper presented at Paper presentation at the Onderwijs Research Dagen (ORD), Wageningen, .
Prins, G. T., & Hoppe, E. (2012). Human Capital Chemie: Professionalisering Scheikunde Docenten. VNCI.
Dolfing, R., Prins, G. T., Bulte, A. M. W., Pilot, A., & Vermunt, J. D. H. M. (2012). Een activiteitenreeks om docenten te ondersteunen in het gezamenlijk ontwikkelen van vakdidactische expertise. Paper presented at Paper presented at the Onderwijs Research Dagen, Wageningen, .
2011
Prins, G. T., Vos, M. A. J., & Pilot, A. (2011). Leerlingpercepties van Onderzoek & Ontwerpen in het technasium. Freudenthal instituut.
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), 1539-1569.
2010
Prins, G. T. (2010). Teaching and learning of modelling in chemistry education : authentic practices as contexts for learning. CD-Beta Press.
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). Shaker Publishing.
Gerkes, C. M., Pilot, A., & Prins, G. T. (2010). Analyse van uitlijning tussen visie en toets. Poster session presented at Onderwijs Research Dagen, Enschede, .
Boer, H. J., Prins, G. T., Goedhart, M. J., & Boersma, K. T. (2010). Coherence between chemistry and biology in context-based secondary science education. Poster session presented at Poster presented at ESERA-Summerschool, Udine, Italië, .
2009
Prins, G. T., Bulte, A. M. W., & Pilot, A. (2009). Towards a design theory for the adaptation of authentic practices into contexts for meaningful learning of models and modelling in Pre-academic chemistry education.. Abstract from Onderwijs Research Dagen (ORD), Leuven, .
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), 681-700.
Prins, G. T., Bulte, A. M. W., & Pilot, A. (2009). Ontwerpprincipes voor het aanpassen van authentieke praktijken in contexten voor betekenisvol leren van modellen en modelleren in het scheikunde onderwijs = Design principles for the adaptation of authentic practices as contexts for meaningful learning of models and modelling in chemistry education.. Abstract from Onderwijs Research Dagen (ORD) Leuven, Leuven, .
Prins, G. T., Bulte, A. M. W., & Pilot, A. (2009). Design principles for the adaptation of authentic practices into contexts for meaningful learning of models and modelling in pre-academic chemistry education. 311. Abstract from ESERA (European Science Education Research Association) Conference 2009, Istanbul, .
2008
Prins, G. T., Bulte, A. M. W., van Driel, J. J., & Pilot, A. (2008). Selection of authentic modelling practices as contexts for chemistry education. International Journal of Science Education, 30, 1867-1890.
Prins, G., Bulte, A., & Pilot, A. (2008). Authentieke praktijken als contexten voor betekenisvol leren over modellen en modelleren. In W. Jochems, P. den Brok, T. Bergen, & M. van Eijck (Eds.), Licht op leren. Proceedings Onderwijs Research Dagen 2008 (pp. 407-409). Eindhoven School of Education (ESoE).
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). (Beiträge zur Didaktik). Shaker Publishing.
2007
Prins, G. T., Bulte, A. M. W., & Pilot, A. (2007). Designing a meaningful teaching-learning sequence about models and modeling using authentic chemical practices as contexts.. Paper presented at the Onderwijs Research Dagen, Groningen, .
2006
Prins, G. T., Bulte, A. M. W., van Driel, J. H., & Pilot, A. (2006). Modelling in authentic chemical practices, evaluation of the need-to-know principle.. Paper presented at ORD, Amsterdam, .
Prins, G. T., Bulte, A. M. W., & Pilot, A. (2006). Authentieke taken in een ontwerp van betekenisvol leren van modellen en modelleren in het voortgezet onderwijs. In J. Beishuizen et al (Ed.), Samen kennis ontwikkelen (pp. 212). VUA.
2005
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 (Ed.), Developing Standards in Research (pp. 187-196). Taylor & Francis.
Prins, G. T., Bulte, A. M. W., van Driel, J. J., & Pilot, A. (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). Universitat Autonoma de Barcelona.
Prins, G. T., Bulte, A. M. W., van Driel, J. H., & Pilot, A. (2005). Adapting authentic practices for meaningful learning of models and modelling in chemistry education. Paper presented at ESERA, Barcelona, Spain, .
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). Waxmann Verlag.
Bulte, A. M. W., Westbroek, H. B., Stolk, M. J., Prins, G. T., de Jong, O., & Pilot, A. (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). Universitat Autonoma de Barcelona.
2004
Prins, G. T., Bulte, A. M. W., van Driel, J. J., & Pilot, A. (2004). Meaningful learning of models and modeling in chemistry education by adapting authentic practices. (ESERA summerschool at Mulheim, Germany ed.) UU CHEM Chemiedidactiek.
2003
Prins, G. T., Savelsbergh, E. R., & Pilot, A. (2003). Modelleren van dynamische systemen in de scheikunde: ontwerp en evaluatie van een onderwijsmodule over wassen van textiel. Tijdschrift voor Didactiek der Betawetenschappen, 20(1), 26-47.
Prins, G. T., Savelsbergh, E. R., & Pilot, A. (2003). Modelleren van dynamische systemen in de scheikunde: ontwerp en evaluatie van een onderwijsmodule over wassen van textiel. Tijdschrift voor Didactiek der Betawetenschappen, 20, 48-72.
de Graaff, R., Pilot, A., Prins, G., & van Vliet, R. (2003). Virtuele ondersteuning bij onderzoeks- en ontwerpgericht projectonderwijs. Tijdschrift voor Hoger Onderwijs, 21(1), 17-29. http://www.boomlemmatijdschriften.nl/tijdschrift/TvHO/2003/1/TvHO_2003_021_001_003
2002
Prins, G. T., & Pilot, A. (2002). Scholing in een docentennetwerk, collegiaal leren met Group Ware. CPS.
Prins, G. T. (2002). Computerondersteund modelleren van dynamische systemen in de Scheikunde. Universiteit Utrecht, Chemiedidactiek.
Bulte, A. M. W., Prins, G. T., Meijer, M. R., Pilot, A., & Sevian, H. (Accepted/In press). 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.