Astrid M W Bulte
Biographic Data
| ID | 6845281 |
|---|---|
| NAME | Astrid M W Bulte |
| GIVEN NAMES | Astrid M W |
| FAMILY NAME | Bulte |
| SIGNATURE | BULTE A M W |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0002-5097-081X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
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…
Examining the Scientific Argumentation Implemented Through a Social Constructivism-Based Curriculum Designed for Primary Science Education in a Confucian Heritage Culture
This study describes the improvement of a science curriculum based on a social constructivist approach in order to support primary students in a Confucian heritage culture in practicing scientific argumentation. The former design is adjusted by the application of an adapted model of the learning placemat for argumentation and by the formulation of concrete teaching-learning activities which are articulated with the application of the adapted lear…
A Framework for Empowering Teachers for Teaching and Designing Context-Based Chemistry Education
Context-based curricula are now becoming more widely used in upper secondary chemistry education because they might solve problems experienced with the traditional, concept-based curricula (Pilot & Bulte, 2006; Smith, 2011). Contextbased innovation has large implications for teaching chemistry. Instead of teaching by transmitting content knowledge, the focus in teaching will be on coaching and enabling students to learn chemistry meaningfully usi…
No prominent works on this page.
A Framework for Empowering Teachers for Teaching and Designing Context-Based Chemistry Education
Context-based curricula are now becoming more widely used in upper secondary chemistry education because they might solve problems experienced with the traditional, concept-based curricula (Pilot & Bulte, 2006; Smith, 2011). Contextbased innovation has large implications for teaching chemistry. Instead of teaching by transmitting content knowledge, the focus in teaching will be on coaching and enabling students to learn chemistry meaningfully usi…
Examining the Scientific Argumentation Implemented Through a Social Constructivism-Based Curriculum Designed for Primary Science Education in a Confucian Heritage Culture
This study describes the improvement of a science curriculum based on a social constructivist approach in order to support primary students in a Confucian heritage culture in practicing scientific argumentation. The former design is adjusted by the application of an adapted model of the learning placemat for argumentation and by the formulation of concrete teaching-learning activities which are articulated with the application of the adapted lear…
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…
Curriculum (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Science Education and Pedagogy (3 works) · Context (archaeology) (2 works) · Education and Critical Thinking Development (2 works) · Engineering (2 works) · Engineering ethics (2 works) · Sociology (2 works)