Jan H. van Driel's research while affiliated with University of Melbourne and other places
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Publications (205)
PhD trajecten van docenten in het hoger beroepsonderwijs: Verhalen over ups en downs, ommekeer, groei, en erkenning
Teacher shortage has emerged as a significant policy concern in post-pandemic times, prompting governments to attract more individuals into the teaching profession, including those with career experiences outside schools and the education sector. The term “career change teachers” refers to those who enter teaching often later in life after spending...
Recruiting career changers into teaching has emerged as a part of a strategy by governments worldwide to address complex teacher shortage problems in hard-to-staff schools. In this paper, we present a case study of two career change teachers and trace their career journey into Initial Teacher Education (ITE) and the teaching profession in two separ...
Thirty years ago, Fensham, (1991) diagnosed science education in early childhood in Australia in a state of “chronic illness” (p. 4). Reflecting on his experience during the Disciplinary Review of Teaching Education in Mathematics and Science (the Review) in the 1980s, Fensham, (1991) provided a succinct commentary on the state of science education...
Adaptive experts are considered to be those who are not only able to perform procedural skills efficiently, but also apply meaningfully learned procedures flexibly and creatively in new contexts. Therefore, adaptive expertise encompasses both efficiency and innovation. The notion of adaptive expertise is not new, but its characteristics and develop...
In many countries, play is the vehicle for teaching and learning, requiring early childhood teachers to recognize and assess children's demonstrations of knowledge and capabilities as they are displayed during play. In the context of science learning, assessing what children know already, referred to as “assessment for learning,” equips teachers wi...
Purpose
Girls are underrepresented in many school science, technology, engineering and mathematics (STEM) subjects, leading to ongoing gender disparity in STEM careers. This issue is not new and has seen a range of initiatives implemented in an attempt to increase girls’ STEM participation. In Australia, a number of these initiatives have emphasise...
Teacher noticing of student thinking represents a key aspect of teacher expertise as it informs teachers’ actions ‘on the fly’ during a lesson. In science and mathematics education, teacher noticing has been conceptualised as being driven by attending to and making sense of student thinking. A range of models of noticing developed in professional f...
Classroom communication is increasingly accepted as multimodal, through the orchestrated use of different semiotic modes, resources, and systems. There is growing interest in examining the meaning making potential of other sign systems (e.g. gestural, visual, kinesthetic), beyond the se-miotic mode of language, in classroom communication and in stu...
Research and design activities are important focus points in international policies for secondary Science, Technology, Engineering and Mathematics (STEM) education. It is up to school teachers to implement and supervise these activities in the STEM classroom. However, not much is known about the attitudes teachers hold towards supervising research...
In biological research, generic questions that are derived from perspectives (ways of looking at and thinking about life processes) help in generating specific questions. In this study, we used perspective-based generic questions as scaffolds to support student teachers in increasing the quality and quantity of their questions about biological topi...
Teaching with Scrum methodology includes ceremonies, roles and artefacts supporting students in planning, monitoring and directing their learning process. It scaffolds students’ learning in complex and sometimes overwhelming context-based learning environments. Effects of the implementation on both students’ learning outcomes and self-reported perc...
The development and evaluation of valid assessments of scientific reasoning are an integral part of research in science education. In the present study, we used the linear logistic test model (LLTM) to analyze how item features related to text complexity and the presence of visual representations influence the overall item difficulty of an establis...
Differentiated instruction (DI) is an effective instructional strategy to maximize individual students’ abilities; in practice, however, its implementation appears to be problematic. To better understand teachers’ perspectives on DI and the effect different teaching contexts can have, we explored teachers’ interactive cognitions of DI in their regu...
Research Findings: This research aims to examine the affordances for high quality instructional support offered by the Northern Territory Preschool Science Games, alongside differences between classroom quality during the enactment of this teaching resource and the broader early childhood program. Applying a multiple-case study approach, quality wa...
Scientific reasoning competencies are highlighted in science education policy papers and standard documents in various countries around the world and pre-service science teachers are asked to develop them during teacher training as part of their professional competencies. In order to monitor the development of pre-service science teachers’ scientif...
Scientific reasoning competencies are relevant science competencies and therefore the development of assessment instruments for scientific reasoning competencies has become an integral part of science education research. However, some authors have questioned the validity of the instruments available so far, since their psychometric quality has not...
This report updates the Invergowrie Foundation STEM report Girls’
Future-Our Future (2017), and contains the outcomes of three focused
investigations: a) STEM in early years (0-8 years) education; b) STEM
mentoring and role models and c) careers advice. The investigations
were connected through the use of a common framework, the Spheres
of influenc...
Students in secondary school often struggle with symbol sense, that is, the general ability to deal with symbols and to recognize the structure of algebraic formulas. Fostering symbol sense is an educational challenge. In graphing formulas by hand, defined as graphing using recognition and reasoning without technology, many aspects of symbol sense...
Australian science teachers are asked to involve their students in the scientific processes of inquiry and investigation. The abilities needed for scientific problem-solving (“doing”) and the capacity to reflect on the process of problem-solving at a meta level (“understanding”) are defined as scientific reasoning competencies in this article. Scie...
Technological design is a core activity in Science, Technology, Engineering and Mathematics (STEM) education. During the design process, students often employ research activities to enhance the quality of their design decisions and to rise above a mere trial-and-error approach to designing. There are many functions of research within the design pro...
Purpose
The high incidence of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms. Poor well-being may arise in part from poor alignment between student values and classroom experiences. Yet, what student well-being is and how to support it within specific subjects is poorly understo...
Secondary science education plays a key role in students’ process to become scientifically literate citizens. However, teaching students to acquire the necessary skills and knowledge to deal with complex societal issues is challenging. This paper reports about a study in which Scrum - a methodology to manage complex projects – was implemented in se...
Student insight into algebraic formulas, including the ability to identify the structure of a formula and its components and to reason with and about formulas, is an issue in mathematics education. In this study, we investigated how 16- and 17-year-old pre-university students’ insight into algebraic formulas can be promoted through graphing formula...
In recent years, teacher noticing has emerged as a construct to capture the dynamic and situational aspects of teaching expertise that underlies teachers’ in-the-moment teaching decisions and actions. In mathematics education research, in particular, teacher noticing has been studied to understand how teachers attend to, and make sense of, students...
The context of this study were research and development projects in Dutch secondary education, particularly funded by government to combine practice‐based research with school development goals for inquiry‐based culture. Aiming at better understanding of the strategic role that school leaders play in embedding inquiry‐based practices in schools, th...
Research and design activities are becoming more important in Science, Technology, Engineering and Mathematics (STEM) and D&T (design and technology) education. Research and design are often taught separately from each other, while in professional STEM practices, many projects are neither ‘research only’ or ‘design only’—they are both. In this stud...
To better align teacher learning with teachers’ learning needs, teachers’ sense-making of an innovation during which teachers experimented with differentiated instruction was studied during two school years. Using answers to a questionnaire, 15 teachers’ sense-making processes were characterised by three types of search for meaning: assimilation, a...
Scrum methodology is a novel framework for teaching intended to scaffold students’ learning process when they work on complex, real-world tasks. It is originally a project management framework frequently used in business and industry to manage projects. Scrum methdology is increasingly used in eductional contexts. Yet, it is also a rather complex f...
There is a concern in many countries with participation rates in science. One response to this has been a proliferation of university run science outreach programs that aim to both engage and retain students in science. Previous studies of outreach programs have tended to take into account the perspectives of just a few stakeholders in the program....
Opportunities for students to participate in research practices promote student beliefs about the relevance of research for later work practices. Yet engaging undergraduates in learning activities that mirror the way in which research is used in practice settings is not that straightforward. This longitudinal study aims to assess the influence of a...
De laatste jaren is er veel aandacht voor teacher agency. Bestaand onderzoek naar teacher agency vanuit socioculturele benaderingen biedt inzicht in hoe agency in interactie met de situatie tot stand komt en zich in de tijd ontwikkelt. Echter, het biedt nog weinig concrete handvatten voor het ondersteunen van de ontwikkeling hiervan bij docenten. I...
Context-based approaches aim at increasing students' learning and motivation. However, students perceive its complexity often as overwhelming, causing frustration and disengagement. Thus, there is a need for innovative teaching methods to scaffold students in context-based education. Two perspectives are used to argue that Scrum methodology, a proj...
Deze multidisciplinaire studie exploreert hoe docentonderzoekers op hogescholen leren over grenzen van praktijken heen met behoud van persoonlijke balans. De focus ligt op drie centrale praktijken: onderzoek, onderwijs en professionele praktijk. Data van semigestructureerde interviews met achttien docentonderzoekers van een Nederlandse hogeschool w...
Research into students' peer-feedback beliefs varies both thematically and in approaches and outcomes. This study aimed to develop a questionnaire to measure students' beliefs about peer-feedback. Based on the themes in the literature four scales were conceptua-lised. In separate exploratory (N = 219) and confirmatory (N = 121) studies, the structu...
During the early stages of secondary education students’ motivation and performance levels decline. This study employed a case study approach to evaluate a learning environment called GUTS; Differentiated Challenging of Talent in School. GUTS was specifically designed to raise performance and motivation through a combination of (a) talent lessons a...
After its introduction, a group of scholars, led by Lee Shulman, performed several studies on PCK in a range of disciplines. Since the 1990s, PCK studies have become a prominent strand in science education research. Initially, most of these studies were done in the USA, but once PCK was picked up by science education researchers in other continents...
This book demonstrates that PCK is studied with different intentions, different methodologies, and in different contexts. Nevertheless, the two PCK Summits of researchers in science education have made significant progress in conceptualising PCK, representing it first in a consensus model, and now refining that model in response to the successes an...
This study investigated teachers’ interactive cognitions regarding differentiated instruction. Four teachers participated in stimulated recall interviews in the context of talent development lessons. Each teacher was observed for four lessons over two semesters and interviewed shortly afterwards using video clips from various teacher-student intera...
The first chapter introduces the topic of the book, reflects on its relevance over time, and clarifies terminology. The construct of competence is introduced as well as the various perspectives on the nature of models. It is recognized that modeling is a core practice in science and a key component of scientific thinking.
The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research. Current thinking about models and modeling is reflected. The focus lies on the development of modeling competence in science education, and on philosophical aspects, including per...
The last chapter provides an overview of what has been achieved in research on a competence-based view on models and modeling as presented in this volume, along with identifying a number of challenges that have emerged from the chapters in this book. Some challenges concern discrepancies or tensions between the framework for modeling competence and...
Peer feedback is frequently implemented with academic writing tasks in higher education. However, a quantitative synthesis is still lacking for the impact that peer feedback has on students’ writing performance. The current study conveyed two types of observations. First, regarding the impact of peer feedback on writing performance, this study synt...
In recent years, the use of student data has become increasingly concerned with management of teacher performance. However, when teachers become aware of specific student data directly related to their approach of teaching, it could inform them about possible strengths, weaknesses or challenges. Unfortunately, teachers generally have little time an...
Eindrapport project Lerarenagenda 2015
Students in secondary education inevitably favour some subjects more than other subjects. This appraisal may affect how motivation relates to performance in these subjects. Whereas autonomous motivation is generally linked to positive school outcomes, the effect of controlled motivation is less clear. This study specifically focused on the associat...
Research and design activities are often employed in STEM (Science, Technology, Engineering & Mathematics) education. This study aims to examine students’ attitudes towards doing research and design activities in secondary school, among two groups of students: (1) students that take the quite recently introduced Dutch subject O&O (research & design...
Research integrated into undergraduate education is important in order for medical students to understand and value research for later clinical practice. Therefore, attempts are being made to strengthen the integration of research into teaching from the first year onwards. First-year students may interpret attempts made to strengthen research integ...
This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is to increase our understanding of variations in acad...
The implementation of educational reforms requires behavioral changes from the teachers involved. Theories on successful behavioral change prescribe the following conditions: teachers need to possess the necessary knowledge and skills, form strong positive intentions to perform the new behavior, and have a supporting environment for change. However...
Within the higher education context, peer feedback is frequently applied as an
instructional method. Research on the learning mechanisms involved in the
peer feedback process has covered aspects of both providing and receiving
feedback. However, a direct comparison of the impact that providing and
receiving peer feedback has on students’ writing pe...
Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as they explore their practices and experience difficulties supervising medicalstudents. Teacher noticing was used as a sensitising concept and relations w...
In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers’ current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional l...
This study focused on teachers' self-directed learning; a concept derived from adult learning theories that accommodates for the idea that teachers formulate their own learning needs and consequently direct their learning. Teachers from 11 Dutch secondary schools (N = 309) were asked about their preferred learning domains (‘what’), their preferred...
In this study, we explored the relationships between teachers’ self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers’ professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience...
There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. Th...
Background/Context
School leaders, teachers, and researchers are increasingly involved in collaborative research and development (R&D) projects in schools, which encourage crossing boundaries between the fields of school and research. It is not clear, however, what and how professionals in these projects learn through cross-professional collaborati...
An instantly graphable formula (IGF) is a formula that a person can instantly visualize using a graph. These IGFs are personal and serve as building blocks for graphing formulas by hand. The questions addressed in this paper are what experts’ repertoires of IGFs are and what experts attend to while recognizing these formulas. Three tasks were desig...
The retention of girls and women in Science, Technology, Engineering and
Mathematics (STEM) is important for both equity and economic reasons.
Focusing on girls, from birth until the age they leave school, this report
provides an up-to-date look at the reasons why many girls do not pursue
STEM subjects in school and STEM careers. Next, the report o...
In this chapter we describe the rationale and design of a biology method course for preservice biology teachers who are enrolled in the teacher education program at ICLON, Leiden University Graduate School of Teaching in the Netherlands. Before we provide a more detailed course description we will briefly describe the Dutch teacher preparation cont...
A recurrent discussion in the field of education is how to build linkages between educational research and school practice. Cross-professional collaboration between researchers and school practitioners can contribute to the interplay between practice-based research and school development. The aim of our study is to obtain a better understanding of...
Research should be explicated in undergraduate teaching in a way that stimulates student learning. Previous studies in higher education have shown that student perceptions of research integrated into teaching could promote student learning, but have also indicated that it can be difficult to confront first-year undergraduates with research during c...
Schools’ structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers’ collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way tea...
This study investigates the knowledge that experienced teachers draw on
when fostering students’ reflections. Reflective skills are crucial for advancing
students’ learning. In order to promote students’ reflection productively,
extensive support and scaffolding from teachers is indispensible. However,
teachers are in need of more guidance in this...
Praktijkgericht onderzoek in school kan bijdragen aan de ontwikkeling van de school als professionele
leergemeenschap. De wijze waarop de schoolleiding onderzoek benadert en er voorwaarden
voor creëert, maakt daarin het verschil. Als onderdeel van recent promotieonderzoek naar
onderzoeks- en ontwikkelprojecten in vo-scholen interviewden we schoolle...
This paper describes a method of analysing teacher growth in the context of science education. It focuses on the identification of pathways in the development of secondary school teachers’ pedagogical content knowledge (PCK) by the use of the interconnected model of teachers’ professional growth (IMTPG).The teachers (n = 12) participated in a one-y...
Collaboration between practitioners and researchers can increasingly be observed in
research and development (R&D) projects in secondary schools. This article presents an
analysis of cross-professional collaboration between teachers, school leaders and educational
researchers and/or advisers as part of R&D projects in terms of three dimensions: rea...
Over the past 25 years, PCK has become widely accepted as a useful construct in understanding the unique nature and development of teachers’ knowledge, and PCK research in the field of teacher education has rapidly accumulated. Yet while there is consensus in the literature about the importance of the construct in bringing together specific types o...
Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised aroun...
To increase the teacher efficacy of student teachers, they need positive classroom experiences: mastery experiences. These mastery experiences have to be created by the student teachers themselves. Therefore, student teachers need a tool to better understand problematic teaching experiences and help them create positive classroom experiences. Nine...
Student performance is related to motivation to learn. As motivation generally declines during lower secondary education, one might expect performance to decline as well during this period. Though, until now, it has been unclear whether this pattern exists. In the present study, we examined student performance during the early years of secondary ed...