Onno de Jong - INTERNATIONAL PUBLICATIONS

Version 1

      Publication Details (including relevant citation   information):

        PUBLICATIONS IN BOOKS AND JOURNALS

        Onno De Jong is author or co-author of about 200 publications on   chemical education and chemistry teacher education. An overview   of the main publications (listed for the last 20 years) is given   below. Most of these publications are in English, some are in   Dutch, German, French or Spanish.

        1 ‘Overview’ publications in books

        De Jong, O., &
      Taber, K. (2007).
      Teaching and
      learning the many faces of chemistry. In: S. K. Abell, & N.   G. Lederman
      (Eds.). Handbook of Research on Science Education, (pp.   631-652).
      Mahwah, NJ: Lawrence Erlbaum
      Publishers.

        De Jong, O.   (2007). Trends in western science curricula and
      science education research: a bird’s eye view. Journal of   Baltic Science Education, 6, 15-22.

        De Jong, O. &
      Treagust, D. (2002).
      The
      teaching and learning of electrochemistry.
      In: J. Gilbert, O. De Jong, R. Justi, D. Treagust &
      J. Van Driel (Eds.)
    Chemical
      Education: Towards Research-based Practice
        (pp. 317-337).   Dordrecht/Boston: Kluwer Academic Publishers.

        De Jong, O., Veal, W.
      & Van Driel, J. (2002).
      Exploring
      chemistry teachers' knowledge base.
      In: J. Gilbert, O. De Jong, R. Justi, D. Treagust &
      J. van Driel (Eds.).
      Chemical
      Education: Towards Research-based Practice
        (pp. 369-390).   Dordrecht/Boston: Kluwer Academic Publishers.

        De Jong, O., Korthagen,
      F.
      &   Wubbels, Th. (1998). Research on Science Teacher Education in
      Europe: Teacher Thinking and Conceptual Change. In K. Tobin &   B. Frazer
      (Eds.). International Handbook of Science Education,   (pp. 745-758).
      Dordrecht/Boston: Kluwer Academic Publishers.

        2. Other publications in books

        De Jong, O. (2009). Exploring and changing teachers’   pedagogical
      content knowledge: an overview. In: O.
      De Jong, & L. Halim (Eds.). Teachers´ Professional   Knowledge in Science and Mathematics   Education:  Views from Malaysia and Abroad (pp
      1-33). Bangi, Selangor:   National University of Malaysia Press.

      De
      Jong, O. (2009). Supporting innovations in chemistry teacher   education: the
      Critical Incident Method. In: M. Bilek (Ed.). Research,   Theory and Practice
      in Chemistry Education
    (pp. 342-352). Hradec Kralove:   Gaudeamus Publishers.

      De
      Jong, O. (2009). Bringing everyday life into the chemistry   classroom: improving
      the use of analogies and contexts. In: H. Gulinska (Ed.).   Chemia Blizej Zycia: dydaktyka chemii w dobie reformy   edukacji (pp.
      23-33).
      Poznan: SOWA.

      De   Jong, O. (2007). In search of the
      Finnish 'secret' of success in science education. In: E.   Pehkonen, M. Ahtee,
      & J. Lavonen (Eds.). How Finns Learn Mathematics and   Science
      (pp.   260 – 265). Rotterdam: SensePublishers.

        De Jong, O., & Van der Valk, A. (2007). Science
      teachers’ PCK and teaching practice: learning to scaffold   students’
      open-inquiry learning. In: R. Pinto, & D. Couso (Eds.).   Contributions from Science Education
      Research
      (pp. 107-118). Dordrecht: Springer Publishers.

        De Jong, O., & Van Driel,
      J. (2007).
      Growth of prospective chemistry teachers pedagogical
      content knowledge of particle models. In: M. Izquierdo, A.   Caamano, & M.
      Quintanilla (Eds.). Research in Chemistry
      Teaching: New Horizons, Contextualizing and Modeling
    (pp.   73-91).
      Barcelona: UAB Press.

        De Jong, O.
      (2007). Research and teaching practice in chemistry education:   living apart or
      together. In: M. Izquierdo, A. Caamano, & M. Quintanilla   (Eds.). Research in Chemistry Teaching: New
      Horizons, Contextualizing and Modeling
    (pp. 165-173).   Barcelona: UAB Press.

        De Jong, O.
      (2007). Promoting students’ interest in science: new roles and   strategies for
      teachers. In: M. Ranikmae & J. Holbrook (Eds.). Europe   Needs More Scientists: the Role of Eastern and Central   European
      Science Educators
    (pp. 1-9). Tartu, Estonia: University of   Tartu
      Publishers.

        Stolk, M., Bulte, A., 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). Aachen: Shaker   Verlag.

        Stolk, M., Bulte, A., De Jong, O., & Pilot,
      A. (2005) Teaching concepts in contexts: designing a chemistry   teacher course
      in a curriculum innovation.
      In: K. Boersma, M. Goedhart, O. de Jong, & H. Eijkelhof   (Eds.).   Research and the Quality of Science
      Education,
      (pp. 169-180). Dordrecht: Springer
      Publishers.

        Harrison, A., & De
      Jong, O. (2005).
      Using multiple
      analogies: case study of a chemistry teacher’s preparations,   presentations and
      reflections.
      In: K. Boersma, M.
      Goedhart, O. De Jong, & H. Eijkelhof (Eds.).
        Research and the Quality of Science Education,    (pp. 353-364). Dordrecht: Springer
      Publishers.

        Bulte, A., Kortland,
      K., Westbroek, H., 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).
      Münster: Waxmann
      Verlag.

        De Jong, O.
      (2003).
      Exploring science teachers’ pedagogical
      content knowledge. In: D. Psillos, V. Tselfes, P. Kariotoglou,   E.
      Hatzikraniotis, G. Fassoulopoulos & M. Kallery (Eds.).   Science Education
      Research in the Knowledge Based Society
    (pp.   373-381).
      Dordrecht/Boston:
      Kluwer Academic Publishers.

        Gilbert, J., De Jong,
      O., Justi, R., Treagust, D., & Van Driel, J. (Eds.).
        (2002). Research and development for the
      future of chemical education.
      In: J. Gilbert, O. De Jong, R. Justi, D. Treagust & J. Van   Driel (Eds.).Chemical   Education: Towards Research-based
      Practice
      (pp. 391-408).   Dordrecht/Boston: Kluwer Academic
      Publishers.

        De Jong, O. (2001).
      Opleiden voor onderwijs in het oplossen van   natuurwetenschappelijke
      vraagstukken. In: F. Korthagen, A. Tigchelaar, & Th. Wubbels   (Eds.). Leraren opleiden met het oog op de praktijk  (pp.
      57-73). Leuven/Amsterdam: Garant.

        De Jong, O., & Van
      Driel, J. (2001).
      The development
      of prospective teachers' concerns about teaching chemistry topics   at a
      macro-micro symbolic interface.
      In: H. Behrendt, H. Dancke, R. Duit, W. Gräber, M.
      Komorek, A. Kross, & P. Reiska (Eds.).
      Research in Science Education: Past, Present and   Future.   (pp. 271-276). Dordrecht/Boston: Kluwer
      Academic Publishers.

        De Jong, O. (2000).   Como enseñar
      química en la escuela secundaria. In: E. M. Ticas Rios, E. García   (Eds.). Introducción
      a la Enseñanza de Química
    (pp. 97-109). Centro México:   Secretaria de
      Educación Publica.

        De Jong, O.
      (1999).
      Science teacher training courses in
      Western Europe: problems and prospects. In: R. M. Janiuk (Ed.).   Education of
      Science teachers.
    (pp. 16-26). Lublin: M. C. Sklodowska   University Press.

        Kortland, K., De
      Jong, O., & Waarlo, A-J.
      (1999).
      Bridging the gap between theory and practice - what gap?.
        In: O. De Jong, K. Kortland, A-J.   Waarlo & J.
      Buddingh' (Eds.).
      Bridging the Gap between Theory and
      Practice: What Research Says to the Science Teacher,
        (pp 13-16). Hong Kong: ICASE Press.

        De Jong, O.
      (1999).
      Crossing the borders: chemical education
      research and classroom practice. In: J. Garratt and T. Overton   (Eds.). Variety
      in Chemistry Teaching.
    (pp. 10-13). London: Royal Society of   Chemistry.

        De Jong, O.
      (1999).
      New problem-focused experiments in
      chemistry classrooms: principles and experiences. In:   A
    .   Burewicz & H. Gulinska (Eds.). Polska
      Chemia w Unii Europejskiej
    , (pp. 139-145). Poznan: Osrodek   Wydawnictw
      Naukowych.

        De Jong, O.
      (1998).
      Science teachers as researchers.   In: M. Ahtee & E. Pehkonen (Eds.).   Research Methods in Mathematics and
      Science Education
    ,
      (pp. 41-57). Helsinki: Helsinki University Press.

        De Jong, O. (1997).The   pedagogical content knowledge of
      prospective and experienced teachers: the case of teaching   'combustion'.
      In: H. J. Schmidt
      (Ed.).
      Research on Science Teaching and Learning,   (pp.199-212).   Hong Kong: ICASE.

        De Jong, O.
      (1997).
      Dutch preservice chemistry teachers' ideas
      about teaching the topic of combustion. In: J. McCall & R. M.   Mackay
      (Eds.). Partnership and Cooperation, (pp. 73-87).   Glasgow: Strathclyde
      University Press.

        De Jong, O.
      (1996).
      Problem-solving in a heuristic way:
      Learning experiences of chemistry teachers and their students.   In: W. F. Beasly
      (Ed.). Chemistry: Expanding the Boundaries, (pp.   134-135).
      Brisbane: Royal
      Australian Chemical Institute.

        De Jong, O. &
      Acampo, J. (1996).
      Teaching science
      concepts in changing contexts: a study of actions and values of   teachers.
      In: M. O. Valente, A.
      Barrios, A. Gaspar & V.Teodoro (Eds.).
      Teacher Training and Values Education,   (pp. 347-363).   Lissabon: ATEE.

        De Jong, O. (1996).Characteristics   of chemistry education research
      in Europe: a three-context view. In: R. M. Janiuk (Ed.).   Research in
      Chemical Education and its Influence on Teaching Chemistry at   School,
    (pp.
      21-30). Lublin-Kazimierz: FECS.

        De Jong, O.
      (1995).
      Learning experiences of teachers and
      students: solving proportion problems in science   education.
      In: J. T. Voorbach
      (Ed.).
      Teacher Education 11, Research and
      Developments on Teacher Education in the   Netherlands
    ,   (pp. 88-98).   De Lier: Academisch Boeken Centrum.

        De Jong, O. (1994).
      Studien über Fachlehrervorstellungen: mit oder ohne   Kontext?
      In: A. Gramm, H.
      Lindemann & E. Sumfleth (Eds.).
      Naturwissenschaftsdidaktik   (pp. 176-181). Magdeburg: Westarp
      Wissenschaften.

        De Jong, O., &
      Acampo, J. (1994).
      Chemistry teachers’ learning processes: a study of teacher   training and
      reflection on classroom activities. In: H-J. Schmidt (Ed.).   Problem
      Solving and Misconceptions in Chemistry and Physics
    (p.   229-238). Hong
      Kong: ICASE Press.

        De Jong, O., &
      Acampo, J. (1994). Teaching bridge concepts in changing science   contexts. In:
      J. T. Voorbach (Ed.).
      Teacher
      Education 10, Research and Developments on Teacher Education in   the Netherlands
    ,   (pp. 40-49).   De Lier: Academisch Boeken Centrum.

        De Jong, O. (1993). Naar een didaktiek van het probleemoplossen.   In: A.
      Achterberg (Ed.). Probleemoplosvaardigheden(pp. 33-36).   Enschede: VALO

       
    1.         V.3 Other publications in journals 

        Stolk, M., De Jong, O., Bulte, A., & 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,   369-388.

        De Jong, O. (2011). La enseñanza para el aprendizaje
      basado en problemas: El caso de los trabajos prácticos abiertos.   Educación en la Química, 17, 3-14

        Nakiboglu,C., Karakoc, O., & De Jong, O. (2010).    Examining pre-service chemistry teachers pedagogical content
      knowledge: influences of teacher course and practice school.   Journal of Science Education, 11, 76-80.

        Van der Valk, A., & De Jong, O. (2009).   Scaffolding science teachers in open-inquiry teaching.
      International Journal of Science Education, 31,   829-850.

        Stolk, M., Bulte, A., 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, 154-163. Available
      at www.rsc.org/cerp.

        Stolk, M., Bulte, A., 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, 164-175. Available at www.rsc.org/cerp.

        De Jong, O., (2008). Context-based chemical education: how to   improve
      it? Chemical Education International, 8 (1). Available   at http
    ://old.iupac.org/publications/cei/vol8/index.html.

        De Jong, O.,   (2006).
      Making chemistry meaningful: conditions for successful   context-based teaching.
      Educación Química,   17, 215-226.

        Bulte, A., 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, 1063-1086.

        De Jong, O., Van
      Driel, J., & Verloop, N. (2005).
      Preservice
      teachers’ pedagogical content knowledge of using particle models   when teaching
      chemistry. Journal of Research in Science Teaching, 42,   947-964.

        Harrison, A., & De Jong, O. (2005). Exploring
      the use of multiple analogical models when teaching and learning   chemical
      equilibrium.
      Journal
      of Research in Science Teaching
    ,
      42, 1135-1159.

        De Jong, O.
      (2005).
      Research and teaching practice in chemical
      education. Chemical Education
      International,
    6, 1-6. Available at www.iupac.org/publications/cei.

        De Jong, O.,
      (2004).
      Mind your step: bridging the research –
      practice gap. Australian Journal of Education in   Chemistry, 64, 5-9.

        De Jong, O., & Van
      Driel, J. (2004).
      Exploring the
      development of student teachers’ PCK of the multiple meanings of   chemistry
      concepts. International Journal of Science and Mathematics   Education, 2,
      475-489.

        Gilbert, J. Justi,
      R., Van Driel, J., De Jong, O., & Treagust, D. (2004).
        Securing a future for chemical education. Chemistry
      Education Research and Practice
    , 5, 5-14. Available   at
      www.uoi.gr/cerp.

        Van Driel, J., De Jong,
      O., & Verloop, N. (2004). De pedagogical content knowledge   (PCK) van
      scheikundeleraren- in – opleiding over het gebruik van   deeltjesmodellen. Pedagogische Studiën, 81,   273-289.

        Solsona, N., Izquierdo,
      M., & De Jong, O. (2003).
      Exploring
      the development of students' conceptual profiles of chemical   change. International
      Journal of Science Education,
    25, 3-12.

        Van Driel, J.
      & De Jong, O. (2002).
      The
      development of preservice chemistry teachers' pedagogical content   knowledge. Science
      Education
    , 86, 572-590.

        Solsona, N., Izquierdo. M., & De Jong,
      O. (2001).
      Un estudio de la
      evolución de los perfiles conceptuales del alumnado sobre la   reacción química. Revista
      de Educación en Ciencias
    ,   2, 44-48.

        De Jong, O. (2000).
      The teacher trainer as researcher:
      exploring
      the initial pedagogical content concerns of prospective science   teachers. European
      Journal of Teacher Education
    , 23, 127-137.

        De Jong, O.
      (2000).
      How to teach the concept of heat of
      reaction: a study of prospective teachers' initial ideas.   Chemistry
      Education: Research and Practice in Europe,
    1, 91-96.   Available at www.uoi.gr/cerp.

        De Jong, O.   (2000) Crossing the borders: chemical
      education research and teaching practice. University   Chemistry Education,
      4, 29-32.

        De Jong, O., Schmidt
      H-J., & Zoller, U (2000).
      Quality
      criteria for research papers on Science Education: how can they   be used to improve
      manuscripts submitted for publication? Chemistry Education:   Research and
      Practice in Europe
    , 1, 27-30. Available at www.uoi.gr/conf_sem/cerapie.

        De Jong, O., Ahtee, M.,
      Goodwin, M., V. Koulaidis, V., & Hatzikitina,
      V. (1999).
      An international study of prospective
      teachers' initial teaching conceptions and concerns: the case of   teaching
      'combustion', European Journal of Teacher Education, 22,   45-59.

        De Jong, O. & Brinkman,
      F. (1999).
      Investigating student teachers'
      conceptions of how to teach: international network studies from   science and
      mathematics education, European Journal of Teacher   Education, 22, 5-9.

        De Jong, O., Schmidt,
      H-J., Burger, N., & Eybe, H. (1999).
      Empirical research into chemical education, University
      Chemistry Education
    , 3, 28-30.

        De Jong, O. (1998).
      Afstemming van vakdidactiek en algemene didactiek: een nieuwe   uitwerking van
      een opleidingsprincipe. VELON Tijdschrift
      voor Lerarenopleiders,
    19, 37-42.

        De Jong, O. (1998).   Points de vue de
      professeurs et de futurs professeurs de chimie concernant   l'enseignement de la
      combustion, Aster, 26, 93-115
    .

        De Jong, O., Schmidt,
      H-J., & Zoller, U. (1998).
      Chemical
      education research in Europe. International Journal of   Science Education,
      20, 253-256.

        De Jong, O. (1998).   Los experimentos que plantean problemas en
      las aulas de Química: dilemas y soluciones. Enseñanza de las   Ciencias,
      16, 305-314.

        Van der Valk, A.,
      Broekman, H., & De Jong, O. (1998). Concerns van docenten   over samenwerking
      in ß-profielteams. Tijdschrift voor
      Didactiek der ß-wetenschappen
    , 15, 25-41.

        De Jong, O. & Brinkman,
      F. (1997).
      Teacher thinking and conceptual change in
      science and mathematics education. European Journal of   Teacher Education.
      20, 121-125.

        Eijkelhof, H., Genseberger,
      R., De Jong, O., & Teekens-Veldkamp (1997). Ervaringen met   experimenteel
      lesmateriaal voor het vak Algemene Natuurwetenschappen.
        Tijdschrift voor Didactiek der   ß-wetenschappen,   14, 110-128.

        De Jong, O. (1997).
      Protocol analysis as a fruitful tool for a problem posing teacher   education.
      European Journal of Teacher Education,   20, 191-201.

     

        De Jong, O.
      (1996).
      A new integrated in-service course for
      science teachers. Science Education International. 7,   26-28. Also in
      (reprint): Chemeda: Australian Journal of Chemical   Education, 45, 26-29.

        De Jong, O., &
      Acampo, J. (1996). Ervaringen met een voltammogram in het VWO,   NVOX-Maanblad, 21, 199-201.

        Brinkman, F. & De Jong, O. (1996).   Science and mathematics teacher education:
      some themes of general interest. European Journal of Teacher   Education.
      19, 103-107.

        De Jong, O. (1996).   La investigación
      activa como herramienta para mejorar la enseñanza da la Química:   nuevos
      enfoques. Enseñanza de las Ciencias, 14, 279-288.

        Acampo, J., & De
      Jong, O. (1996).
      Korrosion für die Sekundarstufe
      II: eine andere Unterrichtsvariante für die Thematik   elektrochemische Zellen. Praxis
      der Naturwissenschaften
    ,   45, 26-29.

        De Jong, O. (1996).   Verstehen von
      intensiven physikalischen Großen, ein Vergleich der Vorstellungen   von Lehrern
      und Schülern. Zeitschrift für Didaktik der   Naturwissenschaften, 2, 3-10.

        De Jong, O., &
      Acampo, J. (1995). Een nieuwe start met electrochemische cellen:   ervaringen met
      een sleutelproef. NVOX-Maanblad, 20,
      308-310.

        De Jong, O., Acampo,
      J., & Verdonk, A. H. (1995).
      Problems
      in teaching the topic of redox reactions: actions and conceptions   of chemistry
      teachers. Journal of Research in Science Teaching, 32,   1097-1110.

        De Jong, O., &
      Verdonk, A. (1994). Naar een didaktiek van probleemoplossen: een   uitwerking
      voor het domain chemisch rekenen.
      Tijdschrift voor
      Didactiek der ß-wetenschappen
    ,   12, 226-245.

        Acampo, J., & De
      Jong, O. (1994). Stroomdoorgang in electrochemische   cellen.
      NVOX-Maanblad,   19, 229-231.

        Acampo, J., & De
      Jong, O. (1993). Onduidelijkheden binnen   electrochemie-onderwijs.
      NVOX-Maanblad,   18, 230-231.

        De Jong, O., &
      Steenland, E. (1993). Het imago van chemie: is het gangbare beeld   van chemici
      te veranderen? NVOX-Maanblad, 18,
      106-107.

        Acampo, J., & De
      Jong, O. (1993). Handlungen und Vorstellungen von Chemielehrern:   Lehrerprobleme
      beim Unterricht in Elektrochemie. Chimica
      Didactica,
    19, 177-189.

        Acampo, J., & De
      Jong, O. (1993). Corrosie in 5-vwo: een andere behandeling bij   het onderwerp
      electrochemische cellen.
      NVOX-Maanblad,   18, 343-346.

        Acampo, J., & De
      Jong, O. (1992). Electrochemie: een stroom van problemen.
        NVOX-Maanblad,   17, 430-432.

        .4 In-press/submitted publications

     

        De Jong, O. Upgrading chemistry teachers’
      expertise: working in authentic learning communities. In: N.   Judaš (Ed.). Toward Higher Quality of Chemistry Teacher
      In-service training
    (pp.xx-yy). Zagreb: Croatian Chemical   Society
      (in-press).

        De Jong, O., Blonder, R., & Oversby, J.
      How to balance chemistry education between observing phenomena   and thinking in
      models. In: I. Eilks & A. Hofstein (Eds.). Chemistry   Education: A Practical Guide and Textbook for Teachers,
      Teacher Trainees and Student Teachers
    (pp. xx-yy).   Rotterdam/Taipei: Sense
      Publishers (under revision).

        Stolk, M., Bulte, A., De Jong, O., & Pilot,
      A. Evaluation of a framework to initiate empowerment of chemistry   teachers for designing
      education. International Journal of
      Science education
    (under revision).

        Dolfing, R., De Jong, O., Bulte, A., Pilot,
      A. & Vermunt, J. The development of domain-specific expertise   when
      chemistry teachers participate in a community of practice.   International Journal of Science education  (submitted).

     

     

     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

       
    1.         V.4 In-press/submitted publications 

     
     
     
     
     
     
     
     
     
     
     
     

      Abstract:

      Address (URL): http://