Heck A, Ellermeijer AL, Kedzierska E (2009a) Striking results with bouncing balls. Paper
presented at the physics curriculum design development and validation, Nicosia
Heck A, Kedzierska E, Ellermeijer AL (2009b) Design and implementation of an integrated
computer working environment for doing mathematics and science. J Comput Math Sci
Teach 28(2):147–161
Heck, A., Uylings, P., Kędzierska, E., Ellermeijer, A. L. (2010). Cross-disciplinary, authentic
student research projects. Paper presented at the SMEC 2010 conference: inquiry-based learning: facilitating authentic learning experiences in science and mathematics, Dublin, pp. 40–45
Hodson D (2009) Teaching and learning about science: language, theories, methods, history,
traditions and values. Sense Publishers, Rotterdam
Hofstein A, Lunetta VN (2004) The laboratory in science education: foundations for the twenty-first
century. Sci Educ 88(1):28–54
Jeskova Z, Kires M, McLoughlin E, Finlayson O, Ottander C, Ekborg M (2015) In-service and
pre-service teacher education in IBSE – the ESTABLISH approach. In: Fazio C, Sperandeo
Mineo RM (eds) Proceedings of the GIREP-MPTL international conference on physics education. Università degli Studi di Palermo, Palermo, pp 811–818
Kearney M, Treagust DF (2001) Constructivism as a referent in the design and development of a
computer program using interactive digital video to enhance learning in physics. Australas J
Educ Technol 17(1):64–79
Kirschner PA, Sweller J, Clark RE (2006) Why minimal guidance during instruction does not work:
an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquirybased teaching. Educ Psychol 41(2):75–86
Laws P, Pfister H (1998) Using digital video analysis in introductory mechanics projects. Phys
Teach 36(5):282–287
Minner DD, Levy AJ, Century J (2010) Inquiry-based science instruction—what is it and does it
matter? Results from a research synthesis years 1984 to 2002. J Res Sci Teach 47(4):474–496
Newton L, Rogers L (2001) Teaching science with ICT. Continuum, London
NRC (National Research Council) (2012) A framework for K-12 science education: practices,
crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12
Science Education Standards. Board on Science Education, Division of Behavioural and Social
Sciences and Education. The National Academies Press, Washington, DC
OECD (Organisation for Economic Co-operation and Development) (2006) Evolution of student
interest in science and technology studies: policy report. OECD, Paris. http://www.oecd.org/
science/sci-tech/36645825.pdf
Ogborn J (2014) Curriculum development in physics: not quite so fast. In: Tasar MF
(ed) Proceedings of The World Conference on Physics Education. Pegem Akademi, Istanbul,
pp 39–48
Paavola S, Lipponen L, Hakkarainen K (2004) Models of innovative knowledge communities and
three metaphors of learning. Rev Educ Res 74(4):557–576
Rogers L, Twidle J (2013) A pedagogical framework for developing innovative science teachers
with ICT. Res Sci Technol Educ 31(3):227–251
Sokoloff DR, Laws PW, Thornton RK (2007) RealTime physics: active learning labs transforming
the introductory laboratory. Eur J Phys 28(3):S83–S94
Tamir P, Lunetta VN (1981) Inquiry-related tasks in high school science laboratory handbooks. Sci
Educ 65(5):477–484
Tran TB (2016) Development of a course on integrating ICT into inquiry-based science education.
VU University Amsterdam, Doctoral thesis
van Buuren O (2014) Development of a modelling learning path. Doctoral thesis. University of
Amsterdam, Amsterdam
van Buuren O, Uylings P, Ellermeijer AL (2010) Towards a learning path on computer modelling.
In: Raine D, Hurkett C, Rogers L (eds) Proceedings of the GIREP-EPEC & PHEC 2009
international conference, vol 1. Lulu/The Centre for Interdisciplinary Science, Leicester, pp
110–125
160
T. Ellermeijer and T.-B. Tran
presented at the physics curriculum design development and validation, Nicosia
Heck A, Kedzierska E, Ellermeijer AL (2009b) Design and implementation of an integrated
computer working environment for doing mathematics and science. J Comput Math Sci
Teach 28(2):147–161
Heck, A., Uylings, P., Kędzierska, E., Ellermeijer, A. L. (2010). Cross-disciplinary, authentic
student research projects. Paper presented at the SMEC 2010 conference: inquiry-based learning: facilitating authentic learning experiences in science and mathematics, Dublin, pp. 40–45
Hodson D (2009) Teaching and learning about science: language, theories, methods, history,
traditions and values. Sense Publishers, Rotterdam
Hofstein A, Lunetta VN (2004) The laboratory in science education: foundations for the twenty-first
century. Sci Educ 88(1):28–54
Jeskova Z, Kires M, McLoughlin E, Finlayson O, Ottander C, Ekborg M (2015) In-service and
pre-service teacher education in IBSE – the ESTABLISH approach. In: Fazio C, Sperandeo
Mineo RM (eds) Proceedings of the GIREP-MPTL international conference on physics education. Università degli Studi di Palermo, Palermo, pp 811–818
Kearney M, Treagust DF (2001) Constructivism as a referent in the design and development of a
computer program using interactive digital video to enhance learning in physics. Australas J
Educ Technol 17(1):64–79
Kirschner PA, Sweller J, Clark RE (2006) Why minimal guidance during instruction does not work:
an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquirybased teaching. Educ Psychol 41(2):75–86
Laws P, Pfister H (1998) Using digital video analysis in introductory mechanics projects. Phys
Teach 36(5):282–287
Minner DD, Levy AJ, Century J (2010) Inquiry-based science instruction—what is it and does it
matter? Results from a research synthesis years 1984 to 2002. J Res Sci Teach 47(4):474–496
Newton L, Rogers L (2001) Teaching science with ICT. Continuum, London
NRC (National Research Council) (2012) A framework for K-12 science education: practices,
crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12
Science Education Standards. Board on Science Education, Division of Behavioural and Social
Sciences and Education. The National Academies Press, Washington, DC
OECD (Organisation for Economic Co-operation and Development) (2006) Evolution of student
interest in science and technology studies: policy report. OECD, Paris. http://www.oecd.org/
science/sci-tech/36645825.pdf
Ogborn J (2014) Curriculum development in physics: not quite so fast. In: Tasar MF
(ed) Proceedings of The World Conference on Physics Education. Pegem Akademi, Istanbul,
pp 39–48
Paavola S, Lipponen L, Hakkarainen K (2004) Models of innovative knowledge communities and
three metaphors of learning. Rev Educ Res 74(4):557–576
Rogers L, Twidle J (2013) A pedagogical framework for developing innovative science teachers
with ICT. Res Sci Technol Educ 31(3):227–251
Sokoloff DR, Laws PW, Thornton RK (2007) RealTime physics: active learning labs transforming
the introductory laboratory. Eur J Phys 28(3):S83–S94
Tamir P, Lunetta VN (1981) Inquiry-related tasks in high school science laboratory handbooks. Sci
Educ 65(5):477–484
Tran TB (2016) Development of a course on integrating ICT into inquiry-based science education.
VU University Amsterdam, Doctoral thesis
van Buuren O (2014) Development of a modelling learning path. Doctoral thesis. University of
Amsterdam, Amsterdam
van Buuren O, Uylings P, Ellermeijer AL (2010) Towards a learning path on computer modelling.
In: Raine D, Hurkett C, Rogers L (eds) Proceedings of the GIREP-EPEC & PHEC 2009
international conference, vol 1. Lulu/The Centre for Interdisciplinary Science, Leicester, pp
110–125
160
T. Ellermeijer and T.-B. Tran