Research skills in upper secondary education and in first year of university

References

• Cavagnetto, A. R. 2010. “Argument to Foster Scientific Literacy: A Review of Argument Interventions in K-12 Science Contexts.” Review of Educational Research 80 (3): 336–371. doi:10.3102/0034654310376953.
   Web of Science ®Google Scholar
• de Jong, T., and W. R. van Joolingen. 1998. “Scientific Discovery Learning with Computer Simulations of Conceptual Domains.” Review of Educational Research 68 (2): 179–201. doi:10.3102/00346543068002179.
   Web of Science ®Google Scholar
• De Naeghel, J., H. Van Keer, M. Vansteenkiste, and Y. Rosseel. 2012. “The Relation between Elementary Students’ Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-determination Theory Perspective.” Journal of Educational Psychology 104 (4): 1006–1021. doi:10.1037/a0027800.
   Web of Science ®Google Scholar
• Departement onderwijs en vorming. 2017. Secundair Onderwijs - Derde Graad ASO - Humane Wetenschappen - Specifieke Eindtermen. Accessed 6 June 2018. http://eindtermen.vlaanderen.be/secundair-onderwijs/specifieke-eindtermen-aso/-/humane-wetenschappen/specifieke-eindtermen.htm
   Google Scholar
• Drachsler, H., and P. A. Kirschner. 2012. “Learner Characteristics.” In Encyclopedia of the Sciences of Learning, edited by N. Seel, 1743–1745. Boston. MA: Springer.
   Google Scholar
• EACEA. 2018. Belgium - Flemish Community Overview. Accessed 6 June 2018. https://eacea.ec.europa.eu/national-policies/eurydice/content/belgium-flemish-community_en
   Google Scholar
• Earley, M. A. 2014. “A Synthesis of the Literature on Research Methods Education.” Teaching in Higher Education 19 (3): 242–253. doi:10.1080/13562517.2013.860105.
   Web of Science ®Google Scholar
• Eder, D. 1981. “Ability Grouping as A Self-fulfilling Prophecy: A Micro-analysis of Teacher-student Interaction.” Sociology of Education 151–162. doi:10.2307/2112327.
   Web of Science ®Google Scholar
• Engelmann, K., B. J. Neuhaus, and F. Fischer. 2016. “Fostering Scientific Reasoning in Education – Meta-analytic Evidence from Intervention Studies.” Educational Research and Evaluation 22 (5–6): 333–349. doi:10.1080/13803611.2016.1240089.
   Web of Science ®Google Scholar
• Eylon, B.-S., and M. C. Linn. 1988. “Learning and Instruction: An Examination of Four Research Perspectives in Science Education.” Review of Educational Research 58 (3): 251. doi:10.2307/1170256.
   Web of Science ®Google Scholar
• Fischer, F., I. Kollar, S. Ufer, B. Sodian, H. Hussmann, R. Pekrun, … J. Eberle. 2014. “Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education.” Frontline Learning Research 4: 28–45. doi:10.14786/flr.v2i2.96.
   Google Scholar
• Kestens, J., J. Elen, and A. Verburgh. 2016. Kritisch Denken En Onderzoekscompetenties: De Nexus. (Unpublished master’s thesis). Leuven: KU Leuven.
   Google Scholar
• Kirschner, P. A. 2002. “Cognitive Load Theory: Implications of Cognitive Load Theory on the Design of Learning.” Learning and Instruction 12 (1): 1–10. doi:10.1016/S0959-4752(01)00014-7.
   Web of Science ®Google Scholar
• Kolodner, J. L. 2007. “The Roles of Scripts in Promoting Collaborative Discourse in Learning by Design.” Scripting Computer-Supported Collaborative Learning 6: 237–262. doi:10.1007/978-0-387-36949-5.
   Google Scholar
• Kruglanski, A. W., and G. Gigerenzer. 2011. “Intuitive and Deliberate Judgments are Based on Common Principles.” Psychological Review 118 (1): 97–109. doi:10.1037/a0020762.
   PubMed Web of Science ®Google Scholar
• Linn, M., E. Davis, and P. Bell. 2004. Internet Environments for Science Education BT - Internet Environments for Science Education. Internet Environments for Science Education. New Jersey: Lawrence Erlbaum Associates. https://books.google.be/books?hl=nl&lr=&id=wERBomDOPqMC&oi=fnd&pg=PA29&dq=linn+eylon+davis+&ots=cYTw-SOU4N&sig=1xrOtLmWuepqBLf9cG4dFuKyPts#v=onepage&q=linn eylon davis&f=false
   Google Scholar
• Linn, M. C., and J. S. Hyde. 1989. “Gender, Mathematics, and Science.” Educational Researcher 18: 17–27. http://journals.sagepub.com/doi/pdf/10.3102/0013189X018008017 doi:10.3102/0013189X018008017.
   Google Scholar
• Maddens, L., F. Depaepe, R. Janssen, A. Raes, and J. Elen. 2019. “Evaluating the Leuven Research Skills Test for 11th and 12th Grade.” Journal of Psychoeducational Assessment 073428291882504. doi:10.1177/0734282918825040.
   Web of Science ®Google Scholar
• National Research Council. 2010. “Exploring the Intersection of Science Education and 21st Century Skills: A Workshop Summary.” In Margaret Hilton, Rapporteur, Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academics Press.
   Google Scholar
• National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Committee on Defining Deeper Learning and 21st Century Skills, James W. Pellegrino and Margaret L. Hilton, Editors. Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Educatoin. Washington, DC: National Academies Press.
   Google Scholar
• Norris, S. P., L. M. Phillips, and D. P. Burns. 2014. “Conceptions of Scientific Literacy: Identifying and Evaluating Their Programmatic Elements.” In International Handbook of Research in History, Philosophy and Science Teaching, edited by M. Matthews, 1317–1344. Dordrecht: Springer Netherlands. doi:10.1007/978-94-007-7654-8_40.
   Google Scholar
• OECD. 2006. Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA 2006. Paris: OECD.
   Google Scholar
• OECD. 2007. PISA 2006: Science Competencies for Tomorrow’s World. Volume 1, Analysis. Paris: OECD.
   Google Scholar
• OECD. 2016. PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA. Paris: OECD Publishing. doi:10.1787/9789264266490-en.
   Google Scholar
• OECD. 2018. PISA 2015 Results in Focus. Paris: OECD. https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf
   Google Scholar
• OECD. 2019. The case for 21st-century learning. Accessed 25 June 2019. https://www.oecd.org/general/thecasefor21st-centurylearning.htm
   Google Scholar
• Opitz, A., M. Heene, and F. Fischer. 2017. “Measuring Scientific Reasoning – A Review of Test Instruments.” Educational Research and Evaluation 23 (3–4): 78–101. doi:10.1080/13803611.2017.1338586.
   Web of Science ®Google Scholar
• Osborne, J., and J. Dillon. 2008. Science Education in Europe: Critical Reflections. Vol. 13. London: Nuffield Foundation.
   Google Scholar
• Prenzel, M., ed. 2007. Studies on the Educational Quality of Schools. The Final Report on the DFG Priority Programme. Münster: Waxmann.
   Google Scholar
• Raes, A. 2015. The impact of web-based collaborative inquiry for science learning in secondary education [Doctoral Dissertation]. Gent: Universiteit Gent
   Google Scholar
• Ryan, R. M., and J. P. Connell. 1989. “Perceived Locus of Causality and Internalization: Examining Reasons for Acting in Two Domains.” Journal of Personality and Social Psychology 57 (5): 749. doi:10.1037/0022-3514.57.5.749.
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., and E. L. Deci. 2000. “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.” Contemporary Educational Psychology 25: 54–67. doi:10.1006/ceps.1999.1020.
   PubMed Web of Science ®Google Scholar
• Sadler, T. D. 2004. “Informal Reasoning regarding Socioscientific Issues: A Critical Review of Research.” Journal of Research in Science Teaching 41 (5): 513–536. doi:10.1002/tea.20009.
   Web of Science ®Google Scholar
• Soenens, B., and M. Vansteenkiste. 2005. “Antecedents and Outcomes of Self-Determination in 3 Life Domains: The Role of Parents’ and Teachers’ Autonomy Support.” Journal of Youth and Adolescence 34 (6): 589–604. doi:10.1007/s10964-005-8948-y.
   Web of Science ®Google Scholar
• van Merriënboer, J. J. G., and P. A. Kirschner. 2018. Ten Steps to Complex Learning. 3rd ed. New York: Routledge.
   Google Scholar
• Vansteenkiste, M., W. Lens, and E. L. Deci. 2006. “Intrinsic versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation.” Educational Psychologist 41 (1): 19–31. doi:10.1207/s15326985ep4101_4.
   Web of Science ®Google Scholar
• Vansteenkiste, M., E. Sierens, B. Soenens, K. Luyckx, and W. Lens. 2009. “Motivational Profiles from a Self-determination Perspective: The Quality of Motivation Matters.” Journal of Educational Psychology 101 (3): 671–688. doi:10.1037/a0015083.
   Web of Science ®Google Scholar
• Zimmerman, C. 2000. “The Development of Scientific Reasoning Skills.” Developmental Review 20 (1): 99–149. doi:10.1006/drev.1999.0497.
   Web of Science ®Google Scholar