O. Jong

Education · 2002–2009

A researcher in the Science corpus: 4 papers; trusts 7 researchers and is trusted by 7 researchers here, as inferred from the citation graph.

Subfields

• Education — 16 citations into it; #2,666 of 11,309 by trust here, #3,542 by citations
• Developmental and Educational Psychology — 9 citations into it; #2,085 of 8,223 by trust here, #2,679 by citations
• Physical and Theoretical Chemistry — 5 citations into it; #115 of 671 by trust here, #266 by citations

Whom O. Jong trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. J. V. van Driel
2. J. Morrison
3. Norman G. Lederman
4. N. Verloop
5. Avi Hofstein
6. J. Gilbert
7. M. Lampert

Who trusts O. Jong overall

1. O. N. Kaya
2. Vanessa Kind
3. Pernilla Nilsson
4. J. V. van Driel
5. M. Drechsler
6. Sandra K. Abell
7. Erik Barendsen

Papers from O. Jong's perspective

Ordered by how strongly the researchers O. Jong trusts endorse each paper. Same corpus, a different order for every researcher.

1. Teaching, Multimedia, and Mathematics: Investigations of Real Practice
2. What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?
3. The choreography of qualitative research design
4. The Development of Preservice Chemistry Teachers' Pedagogical Content Knowledge
5. Science teachers' diagnosis and understanding of students' preconceptions
6. Mind in society: The development of higher psychological processes. L. S. Vygotsky.
7. Providing High School Chemistry Students with Opportunities to Develop Learning Skills in an Inquiry-Type Laboratory: A Case Study. Research Report.
8. Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories
9. In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice
10. Professional development and reform in science education: The role of teachers' practical knowledge

Their papers

• Scaffolding science teachers in open-inquiry teaching (2009) — 88 citations
• Exploring the use of multiple analogical models when teaching and learning chemical equilibrium (2005) — 91 citations
• Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry (2005) — 240 citations
• The Development of Preservice Chemistry Teachers' Pedagogical Content Knowledge (2002) — 380 citations