FI Scientific Library

Dit is de publicatiereeks van het Freudenthal Instituut (en FI-groep), Universiteit Utrecht. Het betreft voornamelijk dissertaties. Vanaf 1990.

	Schoegje, T. (2024). Task-based search for municipal knowledge workers. Designing and implementing specialised search functionality (PDF). Utrecht University, Utrecht. (FI Scientific Library 123).
	De Waard, E. F. (2024). Into the cycle of sustainability. Fostering students’ life cycle reasoning in secondary chemistry education (PDF). Utrecht University, Utrecht. (FI Scientific Library 122).
	Van der Linden, A. (2024). Chasing Newton – Designing and implementing an intrinsically integrated game on Newtonian mechanics (PDF). Utrecht University, Utrecht. (FI Scientific Library 121). Bespreking op ELWIeR/Ecent
	Hattinga van ’t Sant, E.A. (2023) De mythe van de alfaman: De dominantie van dominantie in de behavioural sciences, 1920-2020 (FI Scientific Library 120)
	Bachtiar, R. (2023). Animated reasoning. Supporting Students’ Mechanistic Reasoning in Physics by Constructing Stop-Motion Animations (PDF). Utrecht University, Utrecht. (FI Scientific Library 119). Bespreking op ELWIeR/Ecent
	Van Harskamp. (2023). Ask, find out, and act. Fostering environmental citizenship through science education. (PDF). Utrecht University, Utrecht. (FI Scientific Library 118). Bespreking op ELWIeR/Ecent
	Boels, Lonneke. (2023). Histograms. An educational eye (PDF). Utrecht University, Utrecht. (FI Scientific Library 117). Bespreking op ELWIeR/Ecent
	Huang, Luhuan. (2022). Inquiry-based learning in lower-secondary mathematics education in China (Beijing) and the Netherlands (PDF). Utrecht University, Utrecht. (FI Scientific Library 116). Bespreking op ELWIeR/Ecent
	Jansen, S. (2022). Fostering students’ meta-modelling knowledge regarding biological concept-process models (PDF). Utrecht University, Utrecht. (FI Scientific Library 115). Bespreking op ELWIeR/Ecent
	Pieters, M.L.M. (2022). Between written and enacted: Curriculum development as propagation of memes. An ecological-evolutionary perspective on fifty years of curriculum development for upper secondary physics education in the Netherlands (PDF). Utrecht University, Utrecht. (FI Scientific Library 114). Bespreking op ELWIeR/Ecent
	Veldkamp, A. (2022). No Escape! The rise of escape rooms in secondary science education (PDF). Utrecht University, Utrecht. (FI Scientific Library 113). Bespreking op ELWIeR/Ecent
	Van der Molen, B. (2022). Talking XTC; Drug discourse in post-war Dutch newspaper and radio debates. Utrecht University, Utrecht. (FI Scientific Library 112b).
	Kamphorst, F. (2021). Introducing Special Relativity in Secondary Education (PDF). Utrecht University, Utrecht. (FI Scientific Library 112). Bespreking op ELWIeR/Ecent
	Van Leendert, A. (2021). Improving reading and comprehending mathematical expression in braille (PDF). Utrecht University, Utrecht. Retrieved from https://elbd.sites.uu.nl/2021/10/14/annemiek-van-leendert/ (FI Scientific Library 111). Bespreking op ELWIeR/Ecent
	Gilissen, M. G. R. (2021). Fostering students’ systems thinking in secondary biology education (PDF), Faculty of Science, Freudenthal Institute (pp. 320). Utrecht: Utrecht University. (FI Scientific Library 110). Bespreking op ELWIeR/Ecent.
	Van Veen, A. (2021). Of Mice, Monkeys, and Better Science; Nonhuman Animal Experimentation and its Alternatives in the Netherlands (1950-2020). Utrecht University, Utrecht. Retrieved from https://dspace.library.uu.nl/handle/1874/404159 (FI Scientific Library 109,5)
	Van Dijke-Droogers, M. (2021). Introducing Statistical Inference: Design and Evaluation of a Learning Trajectory (PDF), Freudenthal Institute (pp. 254). Utrecht: Utrecht University. (FI Scientific Library 109). Bespreking op ELWIeR/Ecent.
	Wijnker, W. (2021). The Unseen Potential of Film for Learning. Film’s Interest Raising Mechanisms Explained in Secondary Science and Mathematics Education (PDF). Utrecht: Utrecht University. (FI Scientific Library 108). Bespreking op ELWIeR/Ecent.
	Groothuijsen, S. E. A. (2021). Quality and impact of practice-oriented educational research (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 107). Bespreking op ELWIeR/Ecent.
	Van der Wal, N. (2020). Developing Techno-mathematical Literacies in higher technical professional education (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 106). Bespreking op ELWIeR/Ecent.
	Tacoma (2020). Automated intelligent feedback in university statistics education (PDF). Utrecht: Utrecht University (FI Scientific Library 105). Bespreking op ELWIeR/Ecent.
	Otten, M. (2020). Algebraic reasoning in primary school: A balancing act (PDF). Utrecht: Utrecht University. (FI Scientific Library 104.5). Bespreking op ELWIeR/Ecent
	Van Zanten, M. (2020). Opportunities to learn offered by primary school mathematics textbooks in the Netherlands (PDF) (pp. 228). Utrecht: Utrecht University. (FI Scientific Library 104) Bespreking op ELWIeR/Ecent
	Duijzer, C. (2020). Moving towards understanding: Reasoning about graphs in primary mathematics education (PDF). Utrecht: Utrecht University. (FI Scientific Library 103.5). Bespreking op ELWIeR/Ecent
	Walma, L. (2020). Between Morpheus and Mary: The Public Debate on Morphine in Dutch Newspapers, 1880 – 1939 (PDF) (pp. 182). Utrecht: Utrecht University. (FI Scientific Library 103)
	Gronde, T. v. d. (2019). Systematic Review Methodology in Biomedical Evidence Generation (PDF) (pp. 316). Utrecht: Utrecht University. (FI Scientific Library 102)
	Klein, W. (2018). New drugs for the Dutch Republic. The Commodification of Fever Remedies in the Netherlands (c. 1650-1800) (PDF) (pp. 341). Utrecht: Utrecht University. (FI Scientific Library 101)
	Flis, I. (2018). Discipline through method. Recent history and philosophy of scientific psychology (1950-2018) (PDF) (pp. 218). Utrecht: Utrecht University. (FI Scientific Library 100)
	Hoeneveld, F. (2018). Een vinger in de Amerikaanse pap: fundamenteel fysisch en militair onderzoek in Nederland tijdens de vroege Koude Oorlog (PDF) (pp. 567 pp). Utrecht: Utrecht University. (FI Scientific Library 99)
	Stubbé-Alberts, H. (2018). Designing learning opportunities for the hardest to reach : Game–based mathematics learning for out–of–school children in Sudan (PDF) (pp. 240). Delft/Utrecht: Utrecht University/TNO. (FI Scientific Library 98). Bespreking op ELWIeR/Ecent
	Van Dijk, G. (2018). Het opleiden van taalbewuste docenten natuurkunde, scheikunde en techniek: een ontwerpgericht onderzoek (PDF), Freudenthal Institute for Science and Mathematics Education, Faculty of Science (pp. 416). Utrecht: Utrecht University. (FI Scientific Library 97) Bespreking op ELWIeR/Ecent
	Zhao, X. (2018). Classroom assessment in Chinese primary school mathematics education (PDF), Freudenthal Institute for Science and Mathematics Education, Faculty of Science (pp. 236). Utrecht: Utrecht University. (FI Scientific Library 96)
	Van der Laan, S. (2017). Een varken voor iedereen – De modernisering van de Nederlandse varkensfokkerij in de twintigste eeuw, with a summary in English (PDF), Freudenthal Institute for Science and Mathematics Education, Faculty of Science (Vol. doctor, pp. 235 pp). Utrecht: Utrecht University. (FI Scientific Library 95)
	Vis, C. (2017). Strengthening local curricular capacity in international development cooperation (PDF), Faculty of Science (pp. 307). Utrecht: Utrecht University. (FI Scientific Library 94)
	Benedictus, F. (2017). Reichenbach: Probability & the A Priori. Has the baby been thrown out with the bathwater? (PDF), Faculty of Science (pp. 150). Utrecht: Utrecht University. (FI Scientific Library 93)
	De Ruiter, P. (2016). Het mijnwezen in Nederlands-Oost-Indië 1850-1950 (PDF), Faculty of Science (pp. 310). Utrecht: Utrecht University. (FI Scientific Library 92)
	Roersch Van Der Hoogte, A. (2015). Colonial Agro-Industrialism. Science, Industry and the State in the Dutch Golden Alkaoid Age 1850-1950 (PDF) (pp. 216). Utrecht: Utrecht University. (FI Scientific Library 91)
	Veldhuis, M. (2015). Improving classroom assessment in primary mathematics education (PDF), Faculty of Science (pp. 188). Utrecht: Utrecht University. (FI Scientific Library 90)
	Jupri, A. (2014). The use of applets to improve Indonesian student performance in algebra (PDF), Faculty of Science. Utrecht: Utrecht University. (FI Scientific Library 89)
	Wijaya, A. (2014). Context-based mathematics tasks in Indonesia: toward better practice and achievement (PDF), Faculty of Science (pp. 208). Utrecht: Utrecht University. (FI Scientific Library 88)
	Klerk, S. (2014). Galen reconsidered. Studying drug properties and the foundations of medicine in the Dutch Republic ca. 1550-1700 (PDF), Faculty of Science. Utrecht: Utrecht University. (FI Scientific Library 87)
	Krüger, J. (2014). Actoren en factoren achter het wiskundecurriculum sinds 1600 (PDF), Faculty of Sciences, Freudenthal Institute (pp. 550). Utrecht: Utrecht University. (FI Scientific Library 86)
	Lijnse, P. L. (2014). Omzien in verwarring. Een persoonlijke terugblik op 40 jaar werken in de natuurkundedidactiek (PDF). Utrecht: Utrecht University. (FI Scientific Library 85). Bespreking op ELWIeR/Ecent
	Van Weelie, D. (2014). Recontextualiseren van het concept biodiversiteit (PDF), Faculty of Science. Utrecht: Utrecht University. (FI Scientific Library 84). Bespreking op ELWIeR/Ecent
	Rutten, N. (2014). Teaching with simulations
	Bakker, M. (2014). Using mini-games for learning multiplication and division: a longitudinal effect study (PDF), Faculty of Science. Utrecht: Utrecht University. (FI Scientific Library 83) Bespreking op ELWIeR/Ecent
	Vũ Thu Hăng, N. (2014). Design of a social constructivism-based curriculum for primary science education in Confucian heritage culture (PDF), Faculty of Science. Utrecht: Utrecht University. https://www.fisme.science.uu.nl/toepassingen/28150 (FI Scientific Library 82)
	Sun, L. (2014). From rhetoric to practice: enhancing environmental literacy of pupils in China (PDF), Faculty of Science. Utrecht: Utrecht University. (FI Scientific Library 81)
	Mazereeuw, M. (2013). The functionality of biological knowledgde in the workplace. Integrating school and workplace learning about reproduction (PDF), Faculty of Science (pp. 154). Utrecht: Utrecht University. (FI Scientific Library 80)
	Dierdorp, A. (2013). Learning correlation and regression within authentic contexts (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 79)
	Dolfing, R. (2013). Teachers’ Professional Development in Context-based Chemistry Education. Strategies to Support Teachers in Developing Domain-specific Expertise. (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 78)
	van Mil, M. (2013). Learning and Teaching the Molecular Basis of Life (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 77). Bespreking op ELWIeR/Ecent
	Antwi, V. (2013). Interactive teaching of mechanics in a Ghanaian university context (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 76)
	Smit, J. (2013). Scaffolding language in multilingual mathematics classrooms (PDF), Faculty of Sciences, Freudenthal Institute (pp. 252 pp). Utrecht: Utrecht University. (FI Scientific Library 75).
	Stolk, M. J. (2013). Empowering chemistry teachers for context-based education (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 74). Bespreking op ELWIeR/Ecent
	Agung, S. (2013). Facilitating professional development of Madrasah chemistry teachers. Analysis of its establishment in the decentralized educational system of Indonesia (PDF), Faculty of Sciences, Freudenthal Institute (pp. 204). Utrecht: Utrecht University. (FI Scientific Library 73)
	Wierdsma, M. (2012). Recontextualising cellular respiration (PDF), Faculty of Sciences, Freudenthal Institute (pp. 349 pp): Utrecht University. (FI Scientific Library 72)
	Peltenburg, M. (2012). Mathematical potential of special education students (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 71)
	Moolenbroek, A. (2012). Be aware of behaviour. Learning and teaching behavioural biology in secondary education (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 70)
	Prins, G. T., Vos, M. A. J. and Pilot, A. (Eds.). (2012). Leerlingpercepties van onderzoek & ontwerpen in het technasium. Utrecht: Faculty of Sciences, Freudenthal Institute. (FI Scientific Library 69)
	Bokhove, C. (2011). Use of ICT for acquiring, practising and assessing algebraic expertise (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Universiteit Utrecht. (FI Scientific Library 68)
	Boerwinkel, D. J. and Waarlo, A. J. (Eds.). (2010). Genomics education for decision-making. Proceedings of the Second Invitational Workshop on Genomics Education (PDF). Utrecht: Utrecht University. (FI Scientific Library 67)
	Kolovou, A. (2011). Mathematical problem solving in primary school (PDF), Faculty of Sciences, Freudenthal Institute (pp. 190). Utrecht: Utrecht University. (FI Scientific Library 66)
	Meijer, M. (2011). Macro-meso-micro thinking with structure-property relations for chemistry. An explorative design-based study. (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 65)
	Kortland, K. and Klaassen, K. (2010, Friday, October 9, 2009). Designing theory-based teaching-learning sequences for science education (PDF). Paper presented at the Symposium in honour of Piet Lijnse at the time of his retirement as Professor of Physics Didactics at Utrecht University, Utrecht.
	Prins, G. T. (2010). Teaching and learning of modelling in chemistry education. Authentic practices as contexts for learning (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 63)
	Boerwinkel, D. J. and Waarlo, A. J. (Eds.). (2010). Rethinking science curricula in the genomics era. Proceedings of an invitational workshop (PDF). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute. (FI Scientific Library 62)
	Ormel, B. J. B. (2010). Het natuurwetenschappelijk modelleren van dynamische systemen; Naar een didactiek voor het voortgezet onderwijs (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 61)
	Hammann, M., Waarlo, A. J. and Boersma, K. T. (Eds.). (2010). The nature of research in biological education: Old and new perspectives on theoretical and methodological issues – a selection of papers presented at the VIIth Conference of European Researchers in Didactics of Biology (ERIDOB), September 16th-20th, 2008. (PDF). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute. (FI Scientific Library 60)
	Van Nes, F. (2009). Young Children’s spatial structuring ability and emerging number sense (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 59)
	Engelbarts, M. (2009). Op weg naar een didactiek voor natuurkunde-experimenten op afstand. Ontwerp en evaluatie van een via internet uitvoerbaar experiment voor leerlingen uit het voortgezet onderwijs (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 58)
	Buijs, K. (2008). Leren vermenigvuldigen met meercijferige getallen (PDF), Faculty of Sciences, Freudenthal Institute (pp. 392). Utrecht: Utrecht University. (FI Scientific Library 57)
	Westra, R. H. V. (2008). Learning and teaching ecosystem behaviour in secondary education : Systems thinking and modelling in authentic practices (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 56)
	Hovinga, D. (2007). Ont-dekken en toe-dekken: Leren over de veelvormige relatie van mensen met natuur in NME-leertrajecten duurzame ontwikkeling (PDF), Faculty of Sciences, Freudenthal Institute (pp. 207 pp). Utrecht: Utrecht University. (FI Scientific Library 55) Bespreking op ELWIeR/Ecent
	Westra, A. (2007). A new approach to teaching and learning mechanics (PDF), Faculty of Sciences, Freudenthal Institute (pp. 320). Utrecht: Utrecht University. (FI Scientific Library 54)
	Van Berkel, B. (2005). The structure of school chemistry: A quest for conditions for escape (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 53)
	Westbroek, H. (2005). Characteristics of meaningful chemistry education: The case of water quality (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 52)
	Doorman, M. (2005). Modelling motion: from trace graphs to instantaneous change (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. https://www.fisme.science.uu.nl/toepassingen/20051/ (FI Scientific Library 51)
	Bakker, A. (2004). Design research in statistics education (PDF), Faculty of Sciences, Freudenthal Institute (pp. 317 pp.). Utrecht: CD-beta press. (FI Scientific Library 50)
	Verhoeff, R. P. (2003). Towards systems thinking in cell biology education (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 49)
	Drijvers, P. (2003). Learning algebra in a computer algebra environment. Design research on the understanding of the concept of parameter (PDF), Faculty of Sciences, Freudenthal Institute (pp. 370 pp.). Utrecht: CD-beta press. (FI Scientific Library 48)
	Van den Boer, C. (2003). Als je begrijpt wat ik bedoel; Een zoektocht naar verklaringen voor achterblijvende prestaties van allochtone leerlingen in het wiskundeonderwijs (PDF), Faculty of Sciences, Freudenthal Institute (pp. 335 pp). Utrecht: Utrecht University. (FI Scientific Library 47)
	Boerwinkel, D. J. (2003). Het vormfunctieperspectief als leerdoel van natuuronderwijs. Leren kijken door de ontwerpersbril (PDF), Faculty of Sciences, Freudenthal Institute (pp. 245 pp). Utrecht: Utrecht University. (FI Scientific Library 46)
	Keijzer, R. (2003). Teaching formal mathematics in primary education. Fraction learning as mathematising process (PDF), Faculty of Sciences, Freudenthal Institute (pp. 219 pp). Utrecht: Utrecht University. (FI Scientific Library 45)
	Smits, T. J. M. (2003). Werken aan kwaliteitsverbetering van leerlingonderzoek: Een studie naar de ontwikkeling en het resultaat van een scholing voor docenten. (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 44)
	Knippels, M. C. P. J. (2002). Coping with the abstract and complex nature of genetics in biology education – The yo-yo learning and teaching strategy (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 43)
	Dressler, M. (2002). Education in Israel on collaborative management of shared water resources (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 42)
	Van Amerom, B. (2001). Reinvention of early algebra; developmental research on the transition from arithmetic to algebra (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. https://www.fisme.science.uu.nl/toepassingen/20041/ (FI Scientific Library 41)
	Van Groenestijn, M. (2002). A Gateway to Numeracy. A Study of Numeracy in Adult Basic Education (PDF), Faculty of Sciences, Freudenthal Institute (pp. 297 pp). Utrecht: CD β Press, Centrum voor Didactiek van Wiskunde, Universiteit Utrecht. (FI Scientific Library 40)
	Menne, J. (2003). Met sprongen vooruit. Een productief oefenprogramma voor zwakke rekenaars in het getallengebied tot 100 – een onderwijsexperiment (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Bekadidact. (FI Scientific Library 39)
	De Jong, O., Savelsbergh, E. R. and Alblas (Eds.). (2001). Teaching for scientific literacy: context, competency, and curriculum (PDF). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute. (FI Scientific Library 38)
	Kortland, K. (2001). A problem-posing approach to teaching decision making about the waste issue (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 37)
	Lijmbach, S., Broens, M. and Hovinga, D. (Eds.). (2000). Duurzaamheid als leergebied; conceptuele analyse en educatieve uitwerking (PDF). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute. (FI Scientific Library 36)
	Margadant-van Arcken, M. and Van den Berg (Eds.). (2000). Natuur in pluralistisch perspectief; theoretisch kader en voorbeeldlesmateriaal voor het omgaan met een veelheid aan natuurbeelden (PDF). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute. (FI Scientific Library 35)
	Janssen, F. J. J. M. (1999). Ontwerpend leren in het biologieonderwijs. Uitgewerkt en beproefd voor immunologie in het voortgezet onderwijs. (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 34)
	Moor, E. d. (1999). Van vormleer naar realistische meetkunde (PDF). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute. (FI Scientific Library 33)
	Van den Heuvel-Panhuizen, M. and Vermeer, H. J. (1999). Verschillen tussen meisjes en jongens bij het vak rekenen-wiskunde op de basisschool: Eindrapport MOOJ-onderzoek (PDF). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute. (FI Scientific Library 32)
	Beeftink, C. (2000). Met het oog op integratie – Een studie over integratie van leerstof uit de natuurwetenschappelijke vakken in de tweede fase van het voortgezet onderwijs (PDF). Utrecht: Utrecht University. (FI Scientific Library 31)
	Vollebregt, M. J. (1998). A problem posing approach to teaching an initial particle model. (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 30)
	Klein, T. (1998). Flexibilization of mental arithmeticsstrategies on a different knowledge base – The empty number line in a realistic versus gradual program design (PDF), Faculty of Sciences, Freudenthal Institute (pp. 201). Utrecht: Utrecht University. https://www.fisme.science.uu.nl/toepassingen/20029/ (FI Scientific Library 29)
	Genseberger, R. (1997). Interessegeoriënteerd natuur- en scheikundeonderwijs – Een studie naar onderwijsontwikkeling op de Open Schoolgemeenschap Bijlmer (PDF) (Vol. 28). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute.
	Kaper, W. (1997). Thermodynamica leren onderwijzen (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 27)
	Beishuizen, M., Gravemeijer, K. and Van Lieshout, E. C. D. M. (Eds.). (1997). The role of contexts and models in the development of mathematical strategies and procedures (PDF). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute. (FI Scientific Library 26)
	Acampo, J. J. C. (1997). Teaching electrochemical cells – A study on teachers conceptions and teaching problems in secondary education. (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 25)
	Reygel, P. C. F. (1997). Het thema ‘reproductie’ in het schoolvak biologie (PDF), Faculty of Sciences, Freudenthal Institute (pp. 243 pp). Utrecht: Utrecht University. (FI Scientific Library 24)
	Roebertsen, H. (1996). Integratie en toepassing van biologische kennis – Ontwikkeling en onderzoek van een Curriculum rond het thema ‘Lichaamsprocessen en Vergift’. (PDF), Faculty of Sciences, Freudenthal Institute (pp. 179 pp). Utrecht: Utrecht University. (FI Scientific Library 23)
	Lijnse, P. and Wubbels, T. (Eds.). (1996). Over Natuurkundedidactiek, Curriculumontwikkeling en Lerarenopleiding (PDF). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute. (FI Scientific Library 22)
	Buddingh’, J. (1997). Regulatie en homeostase als onderwijsthema: een biologie-didactisch onderzoek (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 21)
	Van Hoeve-Brouwer, G. M. (1996). Teaching structures in chemistry – An Educational Structure for Chemical Bonding (PDF), Faculty of Sciences, Freudenthal Institute (pp. 195 pp). Utrecht: Utrecht University. (FI Scientific Library 20)
	Van den Heuvel-Panhuizen, M. (1996). Assessment and realistic mathematics education (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 19)
	Klaassen, K. (1995). A problem-posing approach to teaching the topic of radioactivity (PDF), Faculty of Sciences, Freudenthal Institute (pp. 299 pp.). Utrecht: Utrecht University. (FI Scientific Library 18)
	De Jong, O., Van Roon, P. H. and De Vos, W. (Eds.). (1995). Perspectives on Research in Chemical Education (PDF). (Vol. 17). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute. (FI Scientific Library 17)
	Van Keulen, H. (1995). Making sense – Simulation-of-Research in Organic Chemistry Education (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. (FI Scientific Library 16)
	Doorman, M., Drijvers, P. and Kindt, M. (1994). De grafische rekenmachine in het wiskundeonderwijs (PDF) (Vol. 15). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute.
	Gravemeijer, K. P. E. (1994). Developing realistic mathematics education (PDF), Faculty of Sciences, Freudenthal Institute (pp. 222 pp.). Utrecht: CDbeta press. (FI Scientific Library 14)
	Lijnse, P. (Ed.). (1993). European Research in Science Education (PDF). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute. (FI Scientific Library 13)
	Zuidema, J. and Van der Gaag, L. (Eds.). (1993). De volgende opgave van de computer (PDF). (Vol. 12). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute.
	Gravemeijer, K., Van den Heuvel-Panhuizen, M., Van Donselaar, G., Ruesink, N., Streefland, L., Vermeulen, W., Te Woerd, E. and Van der Ploeg, D. (1994). Methoden in het Reken-wiskundeonderwijs, een rijke context voor vergelijkend onderzoek (PDF). Utrecht: Technipress, Culemborg/Utrecht University, Faculty of Sciences, Freudenthal Institute. (FI Scientific Library 11)
	Van der Valk, T. (1992). Ontwikkeling in Energieonderwijs. Een onderzoek naar begripsontwikkeling bij VWO-leerlingen in realiteitsgericht natuurkundeonderwijs (PDF).(Vol. 10). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute.
	Streefland, L. (Ed.). (1991). Realistic Mathematics Education in Primary School (PDF). (Vol. 9). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute.
	Van Galen, F., Dolk, M., Feijs, E., Jonker, V., Ruesink, N. and Uittenbogaard, W. (1991). Interactieve video in de nascholing rekenen-wiskunde (PDF) (Vol. 8). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute.
	Elzenga, H. E. (1991). Kwaliteit van Kwantiteit (PDF), Faculty of Sciences, Freudenthal Institute (pp. 177 pp). Utrecht: Utrecht University. https://www.fisme.science.uu.nl/toepassingen/20007/ (FI Scientific Library 7)
	Lijnse, P. L., Licht, P. and De Vos, W. (Eds.). (1990). Relating Macroscopic Phenomena to Microscopic particles: A Central Problem in Secondary Science Education (PDF). (Vol. 6). Utrecht: Utrecht University, Faculty of Sciences, Freudenthal Institute.
	Van Driel, J. H. (1990). Betrokken bij Evenwicht (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. https://www.fisme.science.uu.nl/toepassingen/20005/ (FI Scientific Library 5). Bespreking op ELWIeR/Ecent
	Vogelezang, M. J. (1990). Een Onverdeelbare Eenheid (PDF), Faculty of Sciences, Freudenthal Institute. Utrecht: Utrecht University. https://www.fisme.science.uu.nl/toepassingen/20004/ (FI Scientific Library 4) Bespreking op ELWIeR/Ecent
	Wierstra, R. F. A. (1990). Natuurkunde-onderwijs tussen Leefwereld en Vakstructuur (PDF) (Vol. 3). Utrecht University, Utrecht. Bespreking op ELWIeR/ECENT
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