Marie‐Christine P J Knippels
Biographic Data
| ID | 9493963 |
|---|---|
| NAME | Marie‐Christine P J Knippels |
| GIVEN NAMES | Marie‐Christine P J |
| FAMILY NAME | Knippels |
| SIGNATURE | KNIPPELS M C P J |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0003-4989-1863 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 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…
Reconceptualizing open schooling: Towards a multidimensional model of school openness
‘Open schooling’ has become in recent years a burgeoning theme in the discourse on how to rethink education for the 21st century. This paper addresses a gap between calls for implementing an open schooling approach in policy papers and international reports and the scarcity of rigorous academic discourse on what open schooling theoretically means and practically entails in terms of school organization and curriculum. To this end, the paper presen…
Environmental Citizenship: Dutch students’ sustainability competences and avenues for science education
Fostering Environmental Citizenship (EC) through science education equips students with competences needed for action-taking on sustainability issues. Quantitative studies show Dutch student EC competences are lacking compared to international averages. This study provides a qualitative view on Dutch 11-15 year old students’ EC, providing support for science teachers. The research question is: What are main characteristics of Dutch lower secondar…
The environmental citizenship opinions questionnaire: A self-assessment tool for secondary students
Introduction We present a validated instrument for assessing Environmental Citizenship (EC) of students in lower secondary education. The Environmental Citizenship Opinions (ECO) questionnaire focusses on general citizenship components, key sustainability competences, and Socio-Scientific Reasoning aspects. By combining these domains, our work provides a needed innovation as these different aspects of EC have not previously been covered in one si…
You escaped! How did you learn during gameplay
This study investigates the influence of the educational game design elements immersion , collaboration and debriefing , on fostering learning with educational escape rooms. We based the design of the escape room on an educational game design framework that aligns the learning goal and the game goal, that is, escaping from the room. One‐hundred‐and‐twenty‐six students, aged between 16 and 20 played the escape room. Measures for learning were pre‐…
Beyond the Early Adopters: Escape Rooms in Science Education
Case studies report enthusiastically on the implementation of escape rooms in science education. This mixed-method study explores beyond the early adopting teacher, as the perceptions of 50 teachers and 270 students were investigated. Escape rooms are time restricted games where participants work together and accomplish a specific goal. The escape rooms’ usability for education in terms of goals, experiences during gameplay, outcomes, and boundar…
Bringing systems thinking into the classroom
Systems thinking is the ability to reason about biological systems in terms of their characteristics and can assist students in developing a coherent understanding of biology. Literature reports about several recommendations regarding teaching systems thinking, while it seems that systems thinking has not reached classroom practice. The main aim of this study was to identify design guidelines to implement systems thinking in upper-secondary biolo…
Escape boxes: Bringing escape room experience into the classroom
In this paper, we present an escape box as a means to introduce the escape room concept into classrooms. Recreational escape rooms have inspired teachers all over the world to adapt the popular entertainment activity for education. Escape rooms are problem‐based and time‐constrained, requiring active and collaborative participants, a setting that teachers want to achieve in their classroom to promote learning. This paper explores the adaptation o…
No prominent works on this page.
Bringing systems thinking into the classroom
Systems thinking is the ability to reason about biological systems in terms of their characteristics and can assist students in developing a coherent understanding of biology. Literature reports about several recommendations regarding teaching systems thinking, while it seems that systems thinking has not reached classroom practice. The main aim of this study was to identify design guidelines to implement systems thinking in upper-secondary biolo…
Escape boxes: Bringing escape room experience into the classroom
In this paper, we present an escape box as a means to introduce the escape room concept into classrooms. Recreational escape rooms have inspired teachers all over the world to adapt the popular entertainment activity for education. Escape rooms are problem‐based and time‐constrained, requiring active and collaborative participants, a setting that teachers want to achieve in their classroom to promote learning. This paper explores the adaptation o…
Beyond the Early Adopters: Escape Rooms in Science Education
Case studies report enthusiastically on the implementation of escape rooms in science education. This mixed-method study explores beyond the early adopting teacher, as the perceptions of 50 teachers and 270 students were investigated. Escape rooms are time restricted games where participants work together and accomplish a specific goal. The escape rooms’ usability for education in terms of goals, experiences during gameplay, outcomes, and boundar…
You escaped! How did you learn during gameplay
This study investigates the influence of the educational game design elements immersion , collaboration and debriefing , on fostering learning with educational escape rooms. We based the design of the escape room on an educational game design framework that aligns the learning goal and the game goal, that is, escaping from the room. One‐hundred‐and‐twenty‐six students, aged between 16 and 20 played the escape room. Measures for learning were pre‐…
The environmental citizenship opinions questionnaire: A self-assessment tool for secondary students
Introduction We present a validated instrument for assessing Environmental Citizenship (EC) of students in lower secondary education. The Environmental Citizenship Opinions (ECO) questionnaire focusses on general citizenship components, key sustainability competences, and Socio-Scientific Reasoning aspects. By combining these domains, our work provides a needed innovation as these different aspects of EC have not previously been covered in one si…
Environmental Citizenship: Dutch students’ sustainability competences and avenues for science education
Fostering Environmental Citizenship (EC) through science education equips students with competences needed for action-taking on sustainability issues. Quantitative studies show Dutch student EC competences are lacking compared to international averages. This study provides a qualitative view on Dutch 11-15 year old students’ EC, providing support for science teachers. The research question is: What are main characteristics of Dutch lower secondar…
Reconceptualizing open schooling: Towards a multidimensional model of school openness
‘Open schooling’ has become in recent years a burgeoning theme in the discourse on how to rethink education for the 21st century. This paper addresses a gap between calls for implementing an open schooling approach in policy papers and international reports and the scarcity of rigorous academic discourse on what open schooling theoretically means and practically entails in terms of school organization and curriculum. To this end, the paper presen…
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…
Mathematics education (6 works) · Psychology (6 works) · Computer Science (5 works) · Pedagogy (5 works) · Social Psychology (4 works) · Sociology (4 works) · Educational Games and Gamification (3 works) · Multimedia (3 works) · Science education (3 works) · Citizenship (2 works)