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D-Index & Metrics

Social Sciences and Humanities

D-Index
59
Citations
18070
World Ranking
1539
National Ranking
115

Overview

Jan H. van Driel is affiliated with the University of Melbourne in Australia. Their academic work focuses primarily within the social sciences, with a significant concentration on education and psychology. The subfields they contribute to include education, developmental and educational psychology, experimental and cognitive psychology, social psychology, and safety research.

Their research covers various topics related to science and mathematics education, teaching methods, and educational leadership. Main topics of their work include science education and pedagogy, innovative teaching and learning methods, teacher education and leadership studies, mathematics education and teaching techniques, educational strategies and epistemologies, education and critical thinking development, as well as education, achievement, and giftedness.

Jan H. van Driel has published frequently in several academic venues. Notable among these are the International Journal of Science Education, Studies in Science Education, International Journal of Science and Mathematics Education, Science Education, and Education Sciences.

Their recent papers include:

  • Teacher noticing in science education: do you see what I see? (2020), published in Studies in Science Education
  • Feeling Good and Functioning Well in Mathematics Education: Exploring Students' Conceptions of Mathematical Well-Being and Values (2020), published in ECNU Review of Education
  • Effects of Scrum methodology on students' critical scientific literacy: the case of Green Chemistry (2020), published in Chemistry Education Research and Practice
  • Career change teachers in hard-to-staff schools: should I stay or leave? (2023), published in The Australian Educational Researcher
  • Assessing scientific reasoning competencies of pre-service science teachers: translating a German multiple-choice instrument into English and Spanish (2020), published in International Journal of Science Education

Frequent collaborators in their research include Lihua Xu, Victoria Millar, Amanda Berry, Chris Speldewinde, and Merryn Dawborn-Gundlach.

Best Publications

  • Developing science teachers' pedagogical content knowledge

    Jan H. van Driel;Nico Verloop;Wobbe de Vos

  • Professional development and reform in science education: The role of teachers' practical knowledge

    Jan H. van Driel;Douwe Beijaard;Nico Verloop

  • Teacher knowledge and the knowledge base of teaching.

    Nico Verloop;Jan Van Driel;Paulien Meijer

  • Teacher Professional Development Focusing on Pedagogical Content Knowledge

    Jan H van Driel;Amanda Kaye Berry

  • The Development of Preservice Chemistry Teachers' Pedagogical Content Knowledge

    Jan H. Van Driel;Onno De Jong;Nico Verloop

  • Teachers' Knowledge of Models and Modelling in Science.

    Jan H. Van Driel;Nico Verloop

  • Taking a Closer Look at Science Teaching Orientations.

    Patrica Friedrichsen;Jan H. Van Driel;Sandra K. Abell

  • Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry

    Onno De Jong;Jan H. Van Driel;Nico Verloop

  • The Refined Consensus Model of Pedagogical Content Knowledge in Science Education

    Janet Carlson;Kirsten R. Daehler;Alicia Alonzo;Erik Barendsen

  • Chemical education: towards research-based practice

    J.H. van Driel;J.K. Gilbert;O. de Jong;R. Justi

  • Experienced teachers' knowledge of teaching and learning of models and modelling in science education

    Jan H. Van Driel;Nico Verloop

  • Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe

    Ineke Henze;Jan H. van Driel;Nico Verloop

  • Revisiting the Roots of Pedagogical Content Knowledge

    Amanda Kaye Berry;Jeffrey John Loughran;Jan H van Driel

  • Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance

    Bart Huisman;Nadira Saab;Jan van Driel;Paul van den Broek

  • The Relationships between Teachers' General Beliefs about Teaching and Learning and Their Domain Specific Curricular Beliefs.

    Jan H. Van Driel;Aastrid M. W. Bulte;Nico Verloop

  • The impact of formative peer feedback on higher education students' academic writing: a Meta-Analysis

    Bart Huisman;Nadira Saab;Paul van den Broek;Jan van Driel

  • Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research

    Jan H. Van Driel;J. A. Meirink;K. van Veen;R. C. Zwart

  • Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn

    Monika L. Louws;Jacobiene A. Meirink;Klaas van Veen;Jan H. van Driel

  • Research on science teacher knowledge

    Jan H. van Driel;Amanda Berry;Jacobiene Meirink

  • The development of science teachers' knowledge on models and modelling: promoting, characterizing, and understanding the process

    Rosária Justi;Jan van Driel

  • Teachers' craft knowledge and curriculum innovation in higher engineering education

    Jan H. van Driel;Nico Verloop;H. Inge van Werven;Hetty Dekkers

Frequent Co-Authors

Nico Verloop
Nico Verloop Leiden University
Monique Volman
Monique Volman University of Amsterdam
Jeffrey John Loughran
Jeffrey John Loughran Monash University
Paul van den Broek
Paul van den Broek Leiden University
P. Michiel Westenberg
P. Michiel Westenberg Leiden University
Douwe Beijaard
Douwe Beijaard Eindhoven University of Technology
Jeroen J. G. van Merriënboer
Jeroen J. G. van Merriënboer Maastricht University
Russell Tytler
Russell Tytler Deakin University
John K. Gilbert
John K. Gilbert University of Reading
Diana H. J. M. Dolmans
Diana H. J. M. Dolmans Maastricht University

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