Transcript Scientific understanding of students in the picture van Vondel, Sabine

Scientific understanding of students in the picture
van Vondel, Sabine
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Publication date:
2017
Link to publication in University of Groningen/UMCG research database
Citation for published version (APA):
van Vondel, S. (2017). Scientific understanding of students in the picture: The evaluation of Video
Feedback Coaching for upper grade teachers during science and technology education [Groningen]:
Rijksuniversiteit Groningen
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Download date: 01-02-2017
Curriculum Vitae
International publications
Van Vondel, S., Steenbeek, H.W., Van Dijk, M.W.G., & Van Geert, P.L.C. (2016). ‘Looking at’
Educational interventions: Surplus value of a complex dynamic systems approach to
study the effectiveness of a science and technology educational intervention. In M.
Koopmans, & D. Stamovlasis (Eds.), Complex dynamical systems in education:
Concepts, methods and applications (pp. 203-232). New York: Springer. doi:
10.1007/978-3-319-27577-2
Van Vondel, S., Steenbeek, H.W., Van Dijk, M.W.G., & Van Geert, P.L.C. (in press). The
effects of Video Feedback Coaching for teachers on primary students’ scientific
knowledge. Research in Science Education. doi: 10.1007/s11165-016-9569-z
Van Vondel, S., Steenbeek, H.W., Van Dijk, M.W.G., & Van Geert, P.L.C. (in press). Ask
Don’t Tell: A complex dynamic systems approach to improving science education by
focusing on the co-construction of scientific understanding. Teaching and Teacher
Education. doi: 10.1016/j.tate.2016.12.012
Van Vondel, S., Brouwers, N., Steenbeek, H.W., Van Dijk, M.W.G., & Van Geert, P.L.C.
(2016). A case study to investigate the complex dynamics of students’ science
learning and teacher’s practice within a microgenetic perspective. Manuscript
submitted for publication.
Van Vondel, S., Steenbeek, H.W., & Van Geert, P.L.C. (2016). Attitude towards teaching and
learning science and technology. Manuscript in preparation.
Menninga, A., Van Vondel, S., Van Dijk, M.W.G., Steenbeek, H.W., & Van Geert, P.L.C.
(2016). Depicting changes in interaction patterns during an early elementary science
intervention using State Space Grid analysis. Manuscript in preparation.
Steenbeek, H. W., Van Geert, P. L. C., Hageman, N., Meissner, R., Van Vondel, S.,
Broekhof, K., & Cohen de Lara, H. (2011). Having eyes, giving eyes, getting eyes:
Learning to see and act in science and technology professional development. In M. J.
de Vries, H. van Keulen, S. Peters, & J. Walma van der Molen (Eds.), Professional
development for primary teachers in science and technology; The Dutch VTB-pro in
an international perspective (pp. 63-87). Rotterdam: Sense Publishers.
Dutch publications
Meindertsma, H.B., Geveke, C.H., & Van Vondel, S. (2015). En nu de meisjes weer.
Didactief, 45(3), 46-47.
Menninga, A. & Van Vondel, S. (2014). Maar ik wil geen vragenvuur… Betapunt Noord
Magazine, 3, 6-7.
Van Vondel, S. (2016). Leerkracht en leerlingen bouwen samen aan wetenschappelijk
inzicht. Bètapunt Noord Magazine, 5.
Van Vondel, S. (2014). Een aanrader voor alle leerkrachten… Kijken naar jezelf maakt jezelf
alleen maar sterker. Betapunt Noord Magazine, 3, 29.
Van Vondel, S. (2013). Kan een ei zweten? Verassende momenten tijdens wetenschap- en
technieklessen in de bovenbouw. Betapunt Noord Magazine, 2, 10-11
Van Vondel, S. & Geveke, C.H. (2014). Meisjes en jongens; Verschillen in houding en
gedrag tijdens wetenschap- en technologie activiteiten. Betapunt Noord Magazine, 3,
16-17.
Van Vondel, S. & Wetzels, A.F.M. (2015). Techniektorens van hands-on naar hands-on en
minds-on. Betapunt Noord Magazine, 4, 10-11.
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