Ineke Henze
Biographic Data
| ID | 2344890 |
|---|---|
| NAME | Ineke Henze |
| GIVEN NAMES | Ineke |
| FAMILY NAME | Henze |
| SIGNATURE | HENZE I |
| AFFILIATIONS | ILO-University of Amsterdam Graduate School of Teaching and Learning |
| ORCID | 0000-0003-0119-0451 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Characterizing conceptual understanding during design‐based learning
Design‐based learning is considered a powerful way to help students apply and develop understanding of science concepts, but research has shown that the success of this approach is not a given. Examining students' understanding of science concepts in various design‐based learning contexts has thus continued to be an important field of research. To help advance such work, we explored the affordances of a novel analytic approach for studying data g…
Bringing design practices to chemistry classrooms
Bringing design practices to chemistry education is gaining interest with recent science curriculum reforms emphasising design, and calls for integrated STEM education. Design is a central practice in the chemistry discipline, and could foster meaningful chemistry education. Although chemistry teachers are key in bringing design to chemistry classrooms, and in realising design’s potential for learning, little is known about their views on teachin…
Experienced Science Teachers' Learning in the Context of Educational Innovation
In the context of educational innovation, it is important to investigate how in-service teachers learn and adapt their knowledge to changing professional circumstances. The authors investigated the informal learning of a small number of experienced science teachers in their first few years of teaching a new science syllabus in secondary education in the Netherlands. The storyline method was used to elicit the teachers' perceptions of their learni…
Experienced Science Teachers' Learning in the Context of Educational Innovation
In the context of educational innovation, it is important to investigate how in-service teachers learn and adapt their knowledge to changing professional circumstances. The authors investigated the informal learning of a small number of experienced science teachers in their first few years of teaching a new science syllabus in secondary education in the Netherlands. The storyline method was used to elicit the teachers' perceptions of their learni…
Experienced Science Teachers' Learning in the Context of Educational Innovation
In the context of educational innovation, it is important to investigate how in-service teachers learn and adapt their knowledge to changing professional circumstances. The authors investigated the informal learning of a small number of experienced science teachers in their first few years of teaching a new science syllabus in secondary education in the Netherlands. The storyline method was used to elicit the teachers' perceptions of their learni…
Bringing design practices to chemistry classrooms
Bringing design practices to chemistry education is gaining interest with recent science curriculum reforms emphasising design, and calls for integrated STEM education. Design is a central practice in the chemistry discipline, and could foster meaningful chemistry education. Although chemistry teachers are key in bringing design to chemistry classrooms, and in realising design’s potential for learning, little is known about their views on teachin…
Characterizing conceptual understanding during design‐based learning
Design‐based learning is considered a powerful way to help students apply and develop understanding of science concepts, but research has shown that the success of this approach is not a given. Examining students' understanding of science concepts in various design‐based learning contexts has thus continued to be an important field of research. To help advance such work, we explored the affordances of a novel analytic approach for studying data g…
Mathematics education (3 works) · Psychology (3 works) · Science education (3 works) · Science Education and Pedagogy (3 works) · Sociology (3 works) · Design Education and Practice (2 works) · Innovative Teaching and Learning Methods (2 works) · Pedagogy (2 works) · Professional development (2 works) · Professional learning community (2 works)