G T Prins
Biographic Data
| ID | 6327927 |
|---|---|
| NAME | G T Prins |
| GIVEN NAMES | G T |
| FAMILY NAME | Prins |
| SIGNATURE | PRINS G T |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0002-7041-567X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Using system characteristics for reasoning about complex chemical phenomena
Chemists encounter complex phenomena on different levels of granularity, from interacting molecules to their role in society, presenting a challenge for educators. Systems thinking can help clarify this complexity. This study investigates how chemists, chemistry teachers, and teacher educators reason about complex chemical phenomena in terms of eight system characteristics (components, interactions, hierarchy, dynamics, input-output, feedback, bo…
Scope, nature and progress of impact in practice-oriented educational research
Practice-oriented educational research is renowned for its impact, both in educational practice and research. Yet, existing studies on the impact of practice-oriented educational research reflect a proliferation of ideas on what impact is, can or should be. This study aims to contribute to an in-depth understanding by establishing a theoretically informed and empirically substantiated conceptualisation of the impact of practice-oriented education…
Strategies to support teachers' professional development regarding sense‐making in context‐based science curricula
The aim of this study is to develop more understanding about strategies to support teachers' professional development in curriculum innovations, in which pedagogy and content change simultaneously compared to the conventional curriculum. A pre‐existing framework, including strategies for professional development, was adapted, implemented, and evaluated from the perspective of teachers' sense‐making in teaching context‐based science curricula. Thi…
Teacher-researchers’ quality concerns for practice-oriented educational research
Practice-oriented educational research is increasingly gaining traction in educational research due to its intention to contribute to both educational research and educational practice. Educational researchers have established quality concerns that practice-oriented educational research should meet in order to realise this intention. We argue that teachers’ quality concerns probably differ from researchers’ concerns. This may explain why practice…
No prominent works on this page.
Teacher-researchers’ quality concerns for practice-oriented educational research
Practice-oriented educational research is increasingly gaining traction in educational research due to its intention to contribute to both educational research and educational practice. Educational researchers have established quality concerns that practice-oriented educational research should meet in order to realise this intention. We argue that teachers’ quality concerns probably differ from researchers’ concerns. This may explain why practice…
Strategies to support teachers' professional development regarding sense‐making in context‐based science curricula
The aim of this study is to develop more understanding about strategies to support teachers' professional development in curriculum innovations, in which pedagogy and content change simultaneously compared to the conventional curriculum. A pre‐existing framework, including strategies for professional development, was adapted, implemented, and evaluated from the perspective of teachers' sense‐making in teaching context‐based science curricula. Thi…
Scope, nature and progress of impact in practice-oriented educational research
Practice-oriented educational research is renowned for its impact, both in educational practice and research. Yet, existing studies on the impact of practice-oriented educational research reflect a proliferation of ideas on what impact is, can or should be. This study aims to contribute to an in-depth understanding by establishing a theoretically informed and empirically substantiated conceptualisation of the impact of practice-oriented education…
Using system characteristics for reasoning about complex chemical phenomena
Chemists encounter complex phenomena on different levels of granularity, from interacting molecules to their role in society, presenting a challenge for educators. Systems thinking can help clarify this complexity. This study investigates how chemists, chemistry teachers, and teacher educators reason about complex chemical phenomena in terms of eight system characteristics (components, interactions, hierarchy, dynamics, input-output, feedback, bo…
Pedagogy (3 works) · Qualitative research (3 works) · Sociology (3 works) · Computer Science (2 works) · Educational Assessment and Improvement (2 works) · Educational research (2 works) · Empirical research (2 works) · Engineering ethics (2 works) · Psychology (2 works) · Science education (2 works)