for different educational and cultural contexts of pre- and in-service teacher education, but also suggest the possibility to have more-productive standardisation among
teacher-education courses. Education should be less political-driven and more
expert-driven!
References
Abrahams I, Millar R (2008) Does practical work really work? A study of the effectiveness of
practical work as a teaching and learning method in school science. Int J Sci Educ 30
(14):1945–1969
Abrahams I, Reiss MJ (2012) Practical work: Its effectiveness in primary and secondary schools in
England. J Res Sci Teach 49(8):1035–1055
Barton R (2004) Teaching secondary science with ICT. McGraw-Hill Education, Maidenhead
Beichner RJ (1996) The impact of video motion analysis on kinematics graph interpretation skills.
Am J Phys 64(10):1272–1277
Bencze L, Hodson D (1999) Changing practice by changing practice: toward more authentic
science and science curriculum development. J Res Sci Teach 36(5):521–539
Brasell H (1987) The effect of real-time laboratory graphing on learning graphic representations of
distance and velocity. J Res Sci Teach 24(4):385–395
Braund M, Reiss M (2006) Towards a more authentic science curriculum: the contribution of outof-school learning. Int J Sci Educ 28(12):1373–1388
Davis EA, Petish D, Smithey J (2006) Challenges new science teachers face. Rev Educ Res 76
(4):607–651
De Jong T, van Joolingen WR (1998) Scientific discovery learning with computer simulations of
conceptual domains. Rev Educ Res 68(2):179–201
Dewey J (1910) Science as subject-matter and as method. Science 31:121–127
Duschl RA, Schweingruber HA, Shouse AW (2007) Taking science to school: learning and
teaching science in grades K-8. The National Academies Press, Washington, DC
Edelson DC (1998) Realising authentic science learning through the adaptation of scientific
practice. In: Fraser BJ, Tobin KG (eds) International handbook of science education, vol
1. Kluwer, Harrogate, pp 317–331
Ellermeijer AL, Landheer B, Molenaar PPM (1996) Teaching mechanics through interactive video
and a microcomputer-based laboratory. In: Tinker RF (ed) Microcomputer–based labs: educational research and standards. Springer-Verlag, Amsterdam, pp 281–290
Gaskell PJ (1992) Authentic science and school science. Int J Sci Educ 14(3):265–272
Gopnik A, Meltzoff AN, Kuhl PK (1999) The scientist in the crib: what early learning tells us about
the mind. Perennial, New York, NY
Gröber S, Klein P, Kuhn J (2014) Video-based problems in introductory mechanics physics
courses. Eur J Phys 35(5):055019
Heck A (2007) Modelling intake and clearance of alcohol in humans. Paper presented at the
International Conference on Technology in Mathematics Teaching (ICTMT8), Hradec Králov
Heck A (2009) Bringing reality into the classroom. Teach Math Its Appl 28(4):164–179
Heck A, Ellermeijer AL (2009) Giving students the run of sprinting models. Am J Phys 77
(11):1028–1038
Heck A, Ellermeijer AL (2014) Realizing authentic inquiry activities with ICT. In: Tasar MF
(ed) Proceedings of the world conference on physics education. Pegem Akameni, Istanbul, pp
775–786
Heck A, Uylings P (2005) Yoyo joy. In: Olivero F, Sutherland R (eds) Technology in mathematics
teaching, proceedings of ICTMT7, vol 2. University of Bristol, Bristol, pp 380–387
12 Stem, Inquiry Practices and Technology in Physics Education
159
teacher-education courses. Education should be less political-driven and more
expert-driven!
References
Abrahams I, Millar R (2008) Does practical work really work? A study of the effectiveness of
practical work as a teaching and learning method in school science. Int J Sci Educ 30
(14):1945–1969
Abrahams I, Reiss MJ (2012) Practical work: Its effectiveness in primary and secondary schools in
England. J Res Sci Teach 49(8):1035–1055
Barton R (2004) Teaching secondary science with ICT. McGraw-Hill Education, Maidenhead
Beichner RJ (1996) The impact of video motion analysis on kinematics graph interpretation skills.
Am J Phys 64(10):1272–1277
Bencze L, Hodson D (1999) Changing practice by changing practice: toward more authentic
science and science curriculum development. J Res Sci Teach 36(5):521–539
Brasell H (1987) The effect of real-time laboratory graphing on learning graphic representations of
distance and velocity. J Res Sci Teach 24(4):385–395
Braund M, Reiss M (2006) Towards a more authentic science curriculum: the contribution of outof-school learning. Int J Sci Educ 28(12):1373–1388
Davis EA, Petish D, Smithey J (2006) Challenges new science teachers face. Rev Educ Res 76
(4):607–651
De Jong T, van Joolingen WR (1998) Scientific discovery learning with computer simulations of
conceptual domains. Rev Educ Res 68(2):179–201
Dewey J (1910) Science as subject-matter and as method. Science 31:121–127
Duschl RA, Schweingruber HA, Shouse AW (2007) Taking science to school: learning and
teaching science in grades K-8. The National Academies Press, Washington, DC
Edelson DC (1998) Realising authentic science learning through the adaptation of scientific
practice. In: Fraser BJ, Tobin KG (eds) International handbook of science education, vol
1. Kluwer, Harrogate, pp 317–331
Ellermeijer AL, Landheer B, Molenaar PPM (1996) Teaching mechanics through interactive video
and a microcomputer-based laboratory. In: Tinker RF (ed) Microcomputer–based labs: educational research and standards. Springer-Verlag, Amsterdam, pp 281–290
Gaskell PJ (1992) Authentic science and school science. Int J Sci Educ 14(3):265–272
Gopnik A, Meltzoff AN, Kuhl PK (1999) The scientist in the crib: what early learning tells us about
the mind. Perennial, New York, NY
Gröber S, Klein P, Kuhn J (2014) Video-based problems in introductory mechanics physics
courses. Eur J Phys 35(5):055019
Heck A (2007) Modelling intake and clearance of alcohol in humans. Paper presented at the
International Conference on Technology in Mathematics Teaching (ICTMT8), Hradec Králov
Heck A (2009) Bringing reality into the classroom. Teach Math Its Appl 28(4):164–179
Heck A, Ellermeijer AL (2009) Giving students the run of sprinting models. Am J Phys 77
(11):1028–1038
Heck A, Ellermeijer AL (2014) Realizing authentic inquiry activities with ICT. In: Tasar MF
(ed) Proceedings of the world conference on physics education. Pegem Akameni, Istanbul, pp
775–786
Heck A, Uylings P (2005) Yoyo joy. In: Olivero F, Sutherland R (eds) Technology in mathematics
teaching, proceedings of ICTMT7, vol 2. University of Bristol, Bristol, pp 380–387
12 Stem, Inquiry Practices and Technology in Physics Education
159