Onno de Jong - INTERNATIONAL PUBLICATIONS

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  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 

 
 
 
 
 
 
 
 
 
 
 
 

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