Jan Van Driel

Professor

University of Melbourne

Australia

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About

Jan Van Driel is a Professor at the University of Melbourne, Australia. His research primarily focuses on vocational education, STEM education, and teacher development, as evidenced by his recent publications on topics such as science inquiry skills, interdisciplinary collaboration, and the professional development of teachers. He aims to enhance the teaching practices and resilience of educators in both mathematics and science contexts.

Articles (19)

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2025

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2022

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2022

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2021

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2021

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2021

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2020

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2020

Collaborators (11)

Margaret Kern

Associate Professor

University of Melbourne

AUSTRALIA

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Babak Dadvand

Senior Lecturer

La Trobe University

AUSTRALIA

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Lihua Xu

Lecturer in Education

Deakin University

AUSTRALIA

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Moritz Krell

Professor for Biology Education

Kiel University

GERMANY

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Wee Tiong Seah

Professor in Mathematics Education | Co-Leader

The University of Melbourne Melbourne Graduate School of Education

AUSTRALIA

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Rebecca Cooper

MONASH UNIVERSITY

AUSTRALIA

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Hak Hiang Koh

Lecturer

University of Melbourne

AUSTRALIA

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Suzanne Rice

University of Melbourne

AUSTRALIA

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Merryn Dawborn-Gundlach

University of Melbourne

AUSTRALIA

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Xavier Ochoa

Assistant Professor of Learning Analytics

UNITED STATES

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Caroline Cohrssen

Professor in Early Childhood Education

University of New England

AUSTRALIA

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Jan Van Driel

Research Interests

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About

Articles (19)

Mathematics teacher educator noticing: developing computer-assisted, ecological investigation of critical environmental cues

Vocational teachers in school settings: career pathways and motivations

Understanding STEM Teachers’ Power Distance Values from a Sociocultural Perspective on Interdisciplinary Collaboration

Can Content Representation (CoRe) Accurately Capture Key Components of Science Teachers’ PCK? A Methodological Perspective

Supporting secondary school science teachers to teach science inquiry skills

Students’ values in science education: a scoping review

Supporting STEM Teacher Program Development: The Benefit of a Multifaceted Set of Enablers

Supporting career-change teachers: developing resilience and identity

Science teachers’ interactions with science centres: an exploratory study into professional development benefits and how they occur

Mathematics teachers’ perceptions of teaching strategies when adopting a STEM approach

Toward assessment for playful learning in early childhood: Influences on teachers' science assessment practices

Career change teachers in hard-to-staff schools: should I stay or leave?

Science Education in Early Childhood Education—Are We Approaching a Cure for the State of Chronic Illness?

The Quality of Teacher–Child Interactions during the Enactment of Playful Science Games in Preschool

A Multi-Layered Framework for Analyzing Primary Students’ Multimodal Reasoning in Science

Teacher noticing in science education: do you see what I see?

Scrum methodology in context-based secondary chemistry classes: effects on students’ achievement and on students’ perceptions of affective and metacognitive dimensions of their learning

Assessing scientific reasoning competencies of pre-service science teachers: translating a German multiple-choice instrument into English and Spanish

Student and teacher perceptions of the functions of research in the context of a design-oriented STEM module

Collaborators (11)

Margaret Kern

Babak Dadvand

Lihua Xu

Moritz Krell

Wee Tiong Seah

Rebecca Cooper

Hak Hiang Koh

Suzanne Rice

Merryn Dawborn-Gundlach

Xavier Ochoa

Caroline Cohrssen

Make your next move.

Jan Van Driel

Research Interests

Explore related searches

Contact this professor

About

Articles (19)

Mathematics teacher educator noticing: developing computer-assisted, ecological investigation of critical environmental cues

Vocational teachers in school settings: career pathways and motivations

Understanding STEM Teachers’ Power Distance Values from a Sociocultural Perspective on Interdisciplinary Collaboration

Can Content Representation (CoRe) Accurately Capture Key Components of Science Teachers’ PCK? A Methodological Perspective

Supporting secondary school science teachers to teach science inquiry skills

Students’ values in science education: a scoping review

Supporting STEM Teacher Program Development: The Benefit of a Multifaceted Set of Enablers

Supporting career-change teachers: developing resilience and identity

Science teachers’ interactions with science centres: an exploratory study into professional development benefits and how they occur

Mathematics teachers’ perceptions of teaching strategies when adopting a STEM approach

Toward assessment for playful learning in early childhood: Influences on teachers' science assessment practices

Career change teachers in hard-to-staff schools: should I stay or leave?

Science Education in Early Childhood Education—Are We Approaching a Cure for the State of Chronic Illness?

The Quality of Teacher–Child Interactions during the Enactment of Playful Science Games in Preschool

A Multi-Layered Framework for Analyzing Primary Students&rsquo; Multimodal Reasoning in Science

Teacher noticing in science education: do you see what I see?

Scrum methodology in context-based secondary chemistry classes: effects on students’ achievement and on students’ perceptions of affective and metacognitive dimensions of their learning

Assessing scientific reasoning competencies of pre-service science teachers: translating a German multiple-choice instrument into English and Spanish

Student and teacher perceptions of the functions of research in the context of a design-oriented STEM module

Collaborators (11)

Margaret Kern

Babak Dadvand

Lihua Xu

Moritz Krell

Wee Tiong Seah

Rebecca Cooper

Hak Hiang Koh

Suzanne Rice

Merryn Dawborn-Gundlach

Xavier Ochoa

Caroline Cohrssen

Make your next move.

A Multi-Layered Framework for Analyzing Primary Students’ Multimodal Reasoning in Science