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Jack Barrie Holbrook

https://www.etis.ee/CV/Jack_Holbrook/eng
30.09.1941
737 5083
jack.holbrook@ut.ee

Career

Institutions and positions
01.12.2020–30.11.2025   
University of Tartu, Faculty of Science and Technology, Institute of Ecology and Earth Sciences, Visiting Professor (0,75)
01.11.2015–...   
PINZ/WINTEC, New Zealand, Other staff (R&D) (1,00)
01.09.2016–31.08.2021   
University of Tartu, University of Tartu, Faculty of Science and Technology, Institute of Ecology and Earth Sciences, Visiting Professor (1,00)
01.01.2016–31.08.2018   
University of Tartu, Faculty of Science and Technology, Institute of Ecology and Earth Sciences, Visiting Professor (1,00)
01.09.2015–31.12.2015   
University of Tartu, Faculty of Science and Technology (old), Dean's Office, Science Education Department, Visiting Professor (1,00)
01.01.2014–31.08.2015   
University of Tartu, Faculty of Science and Technology (old), Dean's Office, Science Education Department, Visiting Professor (1,00)
01.01.2013–31.12.2016   
Institute of Education, Hong Kong, visiting professor
01.01.2013–31.12.2016   
University College Cork, Ireland, adjunct professor
01.01.2013–31.12.2015   
Consultant for the Word Bank on curriculum development (science, grades 1-12), Kuwait
01.01.2013–31.12.2018   
World Bank, Other staff (R&D) (1,00)
01.09.2012–31.12.2013   
University of Tartu, Faculty of Science and Technology (old), Visiting Professor (1,00)
01.01.2010–31.12.2012   
University of Lisbon, science education consultant
01.01.2009–31.12.2013   
Ministry of Education Bangladesh, assessment and examinations consultant
01.01.2009–31.12.2009   
Ministry of Science and Education, Khazakstan, external evaluator on higher education
01.01.2009–31.12.2010   
Ministry of Education, Kosovo. curriculum development consultant
01.01.2008–31.08.2012   
University of Tartu, Faculty of Science and Technology (old), Visiting Professor (1,00)
01.01.2008–31.12.2011   
Ministry of Science and Education, Nigeria, monitoring of learning assessment (MLA) expert
01.01.2007–31.12.2010   
Ministry of Education Kyrgyzstan, Curriculum (competence-based in science) Consultant
01.01.2003–31.12.2007   
Ministry of Education Bangladesh, assessment (school-based) and examinations (external) consultant
01.01.2002–31.12.2002   
Ministry of Education, Bhutan, external evaluator for new integrated science curriculum for UNESCO
1999–2008   
University of Tartu, Faculty of Science and Technology (old), Dean's Office, Science Education Department, Professor (1,00)
01.01.1993–31.12.1999   
University of Tartu, international consultant in science education
01.01.1976–31.12.1992   
University of Hong Kong, lecturer (1976-1986), senior lecturer (1986-1992)
01.01.1974–31.12.1976   
University of Dar Es Salaam (Tanzania), lecturer in chemistry and science education
01.01.1970–31.12.1973   
UK Surrey County Council, Gipsy Hill College of Education, lecturer in science
01.01.1965–31.12.1970   
London Borough of Ealing, school chemistry teacher (grades 7-13)
 
 
Education
1991–...   
FRSC C.Chem. Royal Society of Chemistry, UK
1968–1974   
University of London, PhD in chemistry
1961–1965   
University of London, B.Sc. in Chemistry & Mathematics
1961–1964   
University of London, teacher's certificate in chemistry
 
 
R&D related managerial and administrative work
2016−...   
Cyprus Researah Promotion Foundation expert
2015−...   
Slovenian Science Agency , expert
2011−...   
University of Tartu, member of PhD in science education programme committee
2000−...   
ESERA member
1997−...   
Life Member of the Bangladesh Association for Science Education
1997−...   
ICASE (International Council of Associations for Science Education) member of executive committee
1994−...   
IOSTE member
1994−...   
NSTA members
1991−...   
Fellow, Royal Society of Chemistry, UK
1988−...   
ASE member
1984−...   
Life Member, Hong Kong Association for Science and Mathematics Education
1965−...   
Member, Association for Science Education, UK
2010−2017   
University of Tartu. member of the Council of Educational degrees
2008−2010   
ICASE ( International Council of Associations for Science Education president)
1996−2002   
Southern European and Israel Representative, International Organisation for Science and Technology (IOSTE)
1996−2016   
NARST member
1981−1997   
Vice President (1981-1985) and then Executive Secretary, International Council of Associations for Science Education (ICASE)

Qualifications

Academic degrees
Jack Barrie Holbrook, Doctor's Degree, 1974, (sup) Barry Smith, Bond energy terms and heats of transfer, London, Inglismaa.
 
 
Honours & awards
2018, Jack Barrie Holbrook, honor of the Ministry of Education and Research on the best paper published in an Estonian language in the category of educational research (I prize)
2011, Jack Barrie Holbrook, University of Tartu, award-medal for services
2007, Jack Barrie Holbrook, ICASE outstanding award for leadership and promoting international developments in science education
 
 
Fields of research
ETIS CLASSIFICATION: 2. Culture and Society; 2.10. Education; SPECIFICATION: Curriculum development, students assessment, science education
 
 
Additional information
Science Curriculum and Textbook Consultant. Kyrgyzstan 9 months (2007-2010)
Consultant on Coordinated Actions for science teaching materials Europe-wide – EU FP6 Project (October 2006- March 2009)
Consultant on Assessment and Examinations, Bangladesh (40 months between July, 2001 and Dec 2006)
Resource Person on Scientific and Technological Literacy, August 2002
Resource Person on Scientific and Technological Literacy, May 2002
Consultant on Evaluation of grade 7 and 8 science curriculum, Bhutan, March 2002
Consultant on Textbooks in Science, Uzbekistan, May/June, 2001, April 2002
Consultancy on Scientific and Technological Literacy for All, June 2001
Resource Person on Scientific and Technological Literacy, April 2001
Resource Person on Scientific and Technological Literacy, March 2001
Consultant for Assessment of Investigation in Science, Nov/Dec 1999
Panellist on Science Education in Schools, June 1999
Resource Person on Scientific and Technological Literacy for All, May 1999
Consultant on Scientific and Technological Literacy for All, May 1999
Consultant for Training of Trainers Guidebook on the Operationalising of Scientific and Technological Literacy, October- November 1998
Consultant on Examinations, Bangladesh, Feb/March and Sept/Oct, 1998
Consultant on Developing Scientific and Technological Literacy Teaching Materials, Philippines, 1997
Consultant as Data Survey/Data Analysis Specialist, Bangladesh, Sept/Oct 1997
Consultant on Developing Scientific and Technological Literacy Teaching Materials, Nepal November, 1997
Consultant on Environmental Education, Eastern Mediterranean, Aug 1997-Oct 1998 (operating in 22 countries in the Eastern Mediterranean/Black Sea region)
Consultant on Developing Scientific and Technological Literacy Teaching Materials, Argentina, 1997 (in Spanish)
Consultant on Developing Scientific and Technological Literacy Teaching Materials, Pakistan, 1997
Consultant as Science Curriculum Specialist, Bangladesh, Jan-Mar, 1997

Projects in progress

Completed projects

Dissertations under supervision

Supervised dissertations

Publications

Category
Year
Publication
 
1.1.
2021
Kotkas, Tormi; Holbrook, Jack; Rannikmäe, Miia (2021). Exploring Students’ Science-Related Career Awareness Changes through Concept Maps. Education Sciences, 11 (4). DOI: 10.3390/educsci11040157.
1.1.
2021
Mets, Tõnis; Holbrook, Jack; Läänelaid, Siim (2021). Entrepreneurship Education Challenges for Green Transformation. Administrative Sciences, 11 (1), 15. DOI: 10.3390/admsci11010015.
1.1.
2021
Chowdhury, TBM; Holbrook, Jack; Reis, Pedro; Rannikmäe, Miia (2021). Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework. Science & Education. DOI: 10.1007/s11191-021-00236-9.
1.2.
2021
Semilarski, Helen; Soobard, Regina; Holbrook, Jack & Rannikmäe, Miia (2021). Exploring The Complexity of Student-Created Mind Maps, Based On Science-Related Disciplinary and Interdisciplinary Core Ideas. Interdisciplinary Journal of Environmental and Science Education, 17 (1), e2227. DOI: 10.29333/ijese/9153.
1.1.
2020
Ploomipuu, Inga; Holbrook, Jack; Rannikmäe, Miia (2020). <p>Modelling health literacy on conceptualizations of scientific literacy</p>. Health Promotion International, 35 (5), 1210−1219. DOI: 10.1093/heapro/daz106.
1.1.
2020
Chowdhury, TBM; Holbrook, Jack; Rannikmäe, Miia (2020). Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education. Sustainability, 12 (8). DOI: 10.3390/su12083259.
1.1.
2020
Valdmann, Ana; Holbrook, Jack Barrie; Rannikmäe, Miia (2020). DEFINING TEACHER OWNERSHIP: A SCIENCE EDUCATION CASE STUDY TO DETERMINE CATEGORIES OF TEACHER OWNERSHIP. Journal of Baltic Science Education, 19 (4), 659−674. DOI: 10.33225/jbse/20.19.659.
1.1.
2020
Soobard, R.; Kotkas, T.; Rannikmäe, M.; Holbrook, J. (2020). Students’ Perceptions of an Intervention Course Designed to Raise Science-Related Career Awareness. European Journal of Educational Research, 9, 4, 1539−1555. DOI: 10.12973/eu-jer.9.4.1539.
1.2.
2020
Chowdhury, TBM Holbrook, Jack Rannikmäe, Miia (2020). Socioscientific Issues within Science Education and their Role in Promoting the Desired Citizenry. Science Education International, 31 (2), 203−208. DOI: 10.33828/sei.v31.i2.10.
3.1.
2020
Rannikmäe, M., Holbrook, J., Soobard, R. (2020). Social Constructivism—Jerome Bruner. In: B. Akpan and T. Kennedy (Ed.). Science Education in Theory and Practice An Introductory Guide to Learning Theory (259−275). Springer, Cham. DOI: 10.1007/978-3-030-43620-9_18.
3.1.
2020
A. Valdmann, J. Holbrook, M. Rannikmäe (2020). Participatory Action Research Supporting Teacher Philosophical Ownership Through Creating Teaching Modules – a Science Education Study. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.). INTED2020 Proceedings (2312−2317). Valencia, Spain: IATED Academy.
3.1.
2019
Semilarski, H.; Soobard, R.; Holbrook, J.; Rannikmäe, M. (2019). GRADE 8 AND 11 STUDENTS´ SCIENCE AND SCIENCE-RELATED CAREER PROFILES. In: EDULEARN19 PROCEEDINGS (6312−6319). IATED Academy.
3.1.
2019
Chowdhury, Tapashi Binte Mahmud Holbrook, Jack; Rannikmäe, Miia (2019). TEACHERS’ OWNERSHIP TOWARDS USING SOCIO-SCIENTIFIC ISSUES FOR AN ACTIVE INFORMED CITIZENRY. EDULEARN19 Proceedings, 1. IATED, 3834−3840. (EDULEARN19 Proceedings). DOI: 10.21125/edulearn.2019.0989.
1.1.
2018
Soobard, R.; Semilarski; H.; Holbrook, J.; Rannikmäe, M. (2018). Grade 12 Students´ Perceived Self-efficacy Towards Working Life Skills and Curriculum Content Promoted Through Science Education. Journal of Baltic Science Education, 17 (5), 838−850.
1.1.
2017
Kotkas, Tormi; Holbrook, Jack; Rannikmäe, Miia (2017). A THEORY-BASED INSTRUMENT TO EVALUATE MOTIVATIONAL TRIGGERS PERCEIVED BY STUDENTS IN STEM CAREER-RELATED SCENARIOS. Journal of Baltic Science Education, 16 (6), 836−854.
1.1.
2017
Valdmann Ana, Jack Holbrook, Miia Rannikmäe (2017). Determining the effectiveness of a design-based, continuous professional development programme for science teachers. Journal of Baltic Science Education, 4, 16, 576−591.
1.2.
2017
Ploomipuu, Inga; Holbrook, Jack (2017). Kõrgkooli tervishoiu õppekavadel õppimiseks vajalike loodusteaduslike teadmiste ja oskuste tase Tartu Tervishoiu Kõrgkooli sisseastujate näitel [Students’ scientific knowledge and skills as a prerequisite for studying health care at the tertiary level – the Tartu Health College case]. Eesti Haridusteaduste Ajakiri = Estonian Journal of Education, 5 (1), 171−205. DOI: 10.12697/eha.2017.5.1.06.
1.2.
2017
Rannikmäe,M., Soobard,R., Reiska,P., Rannikmäe, A., Holbrook, J. (2017). Õpilaste loodusteadusliku kirjaoskuse tasemete muutus gümnaasiumiõpingute jooksul [The change in student scientific literacy levels during gymnasium studies]. Eesti Haridusteaduste Ajakiri = Estonian Journal of Education, 5 (1), 59−98.
3.1.
2017
Holbrook, Jack; Rannikmäe, Miia (2017). Context –Based Teaching and Socio- Scientific Issues. In: K. Taber, K; B. Akpan. (Ed.). Science Education: An International Course Companion. (279−294). Sense Publishers.: Sense Publishers.
3.1.
2017
Holbrook, Jack; Rannikmäe, Miia (2017). Motivational Science Teaching Using a Context- Based Approach. In: Akpan, Ben (Ed.). Science Education: a Global Perspective (189−218). the Netherlands: Springer.
3.1.
2017
Rannikmäe, Miia; Holbrook, Jack; Cavas, Bulent (2017). Promoting twenty first century skills development among international adult learners. In: Fehring, Heather; Rodrigues, Susan (Ed.). Teaching, Coaching and Mentoring Adult Learners: Lessons for Profefssionalism and partnership (138−146). London/New York: Routledge Taylor & Francis Ltd.
1.1.
2016
Valdmann, Ana;Rannikmae, Miia; Holbrook, Jack (2016). DETERMINING THE EFFECTIVENESS OF A CPD PROGRAMME FOR ENHANCING SCIENCE TEACHERS’ SELF-EFFICACY TOWARDS MOTIVATIONAL CONTEXT-BASED TEACHING. Journal of Baltic Science Education, 15 (3), 284−297.
1.2.
2016
Cerulli, David; Holbrook, Jack; Mander, Ülo (2016). Devising an instrument for determining students’ preparedness for an Education through Science learning approach within the topic of Natural Hazards. Science Education International, 27 (1), 59−87.
1.2.
2016
Kotkas, Tormi; Holbrook, Jack; Rannikmäe, Miia (2016). Identifying Characteristics of Science Teaching/Learning Materials Promoting Students’ Intrinsic Relevance. Science Education International, 27 (2), 194−216.
1.1.
2015
Oyao, S.; Jack Holbrook, J.; Rannikmäe, M.; Pagunsan, M. (2015). A Competence-based Science Learning Framework illustrated through the Study of Natural Hazards and Disaster Risk Reduction. International Journal of Science Education, 37 (14), 2237−2263. DOI: 10.1080/09500693.2015.1075076.
1.1.
2015
Vaino, Toomas; Vaino, Katrin; Rannikmäe, Miia; Holbrook, Jack (2015). Factors explaining gymnasium students’ technology related career orientations. Journal of Baltic Science Education, 14 (6), 706−722.
3.1.
2015
Ait, Kerti; Rannikmäe, Miia; Soobard, Regina; Reiska, Priit; Holbrook, Jack (2015). Students' self-efficacy and values based on a 21st century vision of scientific literacy. Procedia-Social and Behavioral Journal, 177: Global Conference on Contemporary Issues in Education. Elsevier, 491−495. DOI: 10.1016/j.sbspro.2015.02.403.
3.4.
2015
Valdmann, A.; Rannikäe, M.; Holbrook, J. (2015). Determining the Effectiveness of the PROFILES Professional Development Programme, based on Identified Teacher`s Needs. Science with and for Society: II IOSTE Eurasian Regional Symposium & Brokerage Event Horizon 2020, Istanbul – TURKEY, 24-26 April 2015. Ed. Bulent CAVAS & Gultekin CAKMAKCI. IOSTE, 100−101.
3.4.
2015
Kask, Klaara; Holbrook, Jack; Rannikmäe, Miia (2015). Students' Evaluation of the use of PROFILES Modules to Promote the Learning of Competences. Science with and for Society: II IOSTE Eurasian Regional Symposium & Brokerage Event Horizon 2020, Istanbul – TURKEY, 24-26 April 2015. Ed. Bulent CAVAS & Gultekin CAKMAKCI. Istanbul, Turkey: IOSTE, 104−105.
1.2.
2014
Holbrook, J.; Devetak, I. (2014). Editorial. Center for Educational Policy Studies Journal, 4 (1), 5−8.
1.2.
2014
Holbrook, J.; Rannikmäe, M. (2014). The Philosophy and Approach on which the PROFILES Project is Based. Center for Educational Policy Studies Journal, 4 (1), 9−21.
1.2.
2014
Holbrook, J.; Rannikmäe, M.; Valdmann, A. (2014). Identifying teacher needs for promoting Education through Science as a paradigm shift in Science Education. Science Education International, 25, 2, 4−42.
3.2.
2014
Rannikmäe, M.; Soobard, R.; Teppo, M.; Valdmann, A.; Holbrook, J. (2014). Kontekstipõhine õpetamine. Rannikmäe, M.; Soobard, R. (Toim.). PARADIGMAATILISED SUUNDUMUSED LOODUSAINETE ÕPETAMISEL ÜLDHARIDUSKOOLIS (62−70). . Tartu, Eesti: Eesti Ülikoolide Kirjastus.
3.2.
2014
Vaino, Katrin; Holbrook, Jack (2014). Hindamine loodusteaduste tundides [Assessment in science lessons]. Rannikmäe, Miia; Soobard, Regina (Toim.). Paradigmaatilised suundumused loodusainete õpetamisel üldhariduskoolis. (136−151). Tartu: Eesti Ülikoolide Kirjastus.
3.4.
2014
Vitsut, Ave; Valdmann, Ana; Holbrook, Jack (2014). A Case srudy to Determine Student Opinions RElated To Science Teaching Using PROFILES Modules. In: Bolte, C., Holbrook, J., Mamlok- Naaman, R., Rauch,F. (Ed.). Science Teachers Countinous Professional Development in Europe (138 −148). . Berlin: Freie Universität Berlin.
1.1.
2013
Vaino, Katrin; Holbrook, Jack; Rannikmäe, Miia (2013). A Case Study Examining Change in Teacher Beliefs through Collaborative Action Research. International Journal of Science Education, 35 (1), 1−30. DOI: 10.1080/09500693.2012.736034.
1.1.
2013
Kim, Minkee; Lavonen, Jari; Juuti, Kalle; Holbrook, Jack; Rannikmäe, Miia (2013). Teacher’s reflection of inquiry teaching in Finland before and during an in-service program: Examination by a progress model of collaborative reflection. International Journal of Science and Mathematics Education, 11 (2), 359−383.10.1007/s10763-012-9341-4.
1.2.
2013
Cavas, Bulent; Holbrook, Jack; Kask, Klaara; Rannikmae, Miia (2013). Development of an Instrument to Determine Science Teachers’ Implementation of Inquiry Based Science Education in their Classrooms. International Online Journal of Primary Education, 2 (2), 9−22.
3.2.
2013
Fernandez, Carmen; Holbrook, Jack; Malmok-Naaman, Rachel; Coll, Richard K. (2013). How to teach science in emerging and developing environments. In: Teaching Chemistry - A Studybook (299−326).. Sense Publishers.
3.4.
2013
Rannikmäe, M.; Holbrook, J.; Kask, K.; Laius, A.; Teppo, M.; Finlayson, O.; Brady, S.; McLoughlin, E. (2013). Teachers’ and students’ views on industry-related competences. eBook of the Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Ed. Constantinos P. Constantinou, Nicos Papadouris, Angela Hadjigeorgiou.
3.4.
2013
Rannikmäe, Miia; Holbrook, Jack; Kask, Klaara; Laius, Anne; Teppo, Moonika (2013). Teachers' and students' views on industry-related competences. eBook of the Proceedings of the ESERA 2013 Conference: ESERA 13 Conference: Science Education Research for Evidence-based Teaching and Coherence in Learning, Cyprus, 02.09. - 07.09.2013. Ed. Constantinos P. Constantinou, Nicos Papadouris, Angela Hadjigeorgiou. 2013: University of Cypros, x.
6.2.
2013
Vaino, K.; Holbrook, J.; Rannikmäe, M (2013). Kas isetehtud seep on tänapäeva maailmas elujõuline? [Is Homemade Soap Viable in Today’s World?]. Rannikmäe, M., Soobard, R. (Toim.). Eesti Teadusagentuuri programm Teame raames välja töötatud õppematerjalid gümnaasiumi valikkursuse Loodusteadused, tehnoloogia ja ühiskond õpetamiseks. . Eesti Teadusagentuur.
1.1.
2012
Vaino, K.; Holbrook, J.; Rannikmäe, M. (2012). Stimulating students’ intrinsic motivation for learning chemistry through the use of context-based learning modules. Chemistry Education Research and Practice, 13 (4), 410−419. DOI: 10.1039/C2RP20045G.
1.2.
2012
Valdmann, Ana; Holbrook, Jack; Rannikmäe, Miia (2012). Evaluating the teaching impact of a prior, context-based, professional development programme. Science Education International, 23 (2), 166−185.
3.2.
2012
Holbrook, Jack; Rannikmäe, Miia (2012). PROFILES Modules of Best Practice. In: Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (202−206).. Berlin: Mira Dulle.
3.2.
2012
Cavas, Bulent; Ozdem, Yasemin; Cavas, Pinar; Holbrook, Jack (2012). The Use of Robotics in Inquiry-based Science Education. In: Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (192−194).. Berlin: Mira Dulle.
3.2.
2012
Holbrook, Jack; Rannikmäe, Miia (2012). Innovative Inquiry-based Science Learning Environments in the Framework of PROFILES. In: Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (52−54).. Berlin: Mira Dulle.
3.2.
2012
Bolte, Claus; Streller, Sabine; Holbrook, Jack; Rannikmäe, Miia; Hofstein, Avi; Naaman, Rachel Mamlok; Rauch, Franz. (2012). Introduction into the PROFILES Project and its Philosophy. In: Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (31−41).. Berlin: Mira Dulle.
3.2.
2012
Eilks, Ingo; Hofstein, Avi; Oversby, John; Holbrook, Jack; Markic, Silvija; Di Fuccia, David; Ralle, Bernd. (2012). Reflections on Heterogeneity and Diversity in Science Education. In: Markic, Sylvija; Eilks, Ingo (Ed.). Issues of Heterogeneity and Cultural Diversity in Science Education and Science Education Research (229−233).. Aachen: Shaker Verlag.
3.2.
2012
Oyao, Sheila G.; Pagunsan, Marmon A.; Rannikmäe, M; Holbrook, Jack (2012). The 3-stage Learning Model as a Pedagogical Approach to Deal with Heterogeneity and Diversity Issues: African Educators´Adaptation and its Emerging Issues. In: Issues of Heterogeneity and Cultural Diversity in Science Education and Science Education Research (203−206).. Aachen: Shaker Verlag.
3.2.
2012
Cavas, Bulent; Holbrook, Jack; Ozdem, Yasemin; Cavas, Pinar (2012). Networking among Science and Technology Teachers: Experiences from the PROFILES Project in Turkey to Reduce Heterogeneity in Inquiry-Based Science Teaching and Learning. In: Markic,Sylvija; Eilks,Ingo (Ed.). Issues of Heterogeneity and Cultural Diversity in Science Education and Science Education Research (189−194).. Aachen: Shaker Verlag.
3.2.
2012
Holbrook, Jack; Chowdhury, Robiul Kabir; Hasan, Ali; Sattar, Obaidus; Khan, Saleh Atahar (2012). Standardisation Practices- a Mechanism to Eliminate Construct Heterogeneity in the Assessment of Attainment in Science Subjects. Issues of Heterogeneity and Cultural Diversity in Science Education and Science Education Research. Aachen: Shaker Verlag, 121−132.
3.4.
2012
Cavas, Bulent; Kesercioglu, Teoman; Holbrook, Jack; Rannikmae, Miia; Ozdogru, Eda; Gokler, Fatih. (2012). The Effects of Robotics Club on the Students’ Performance on Science Process & Scientific Creativity Skills and Perceptions on Robots, Human and Society. Proceedings, 1: The 3 rd International Workshop “Teaching robotics, teaching with robotics”. Ed. Dimitris Alimisis, Emanuele Menegatti, and Michele Moro. Riva Del Garda: Dept. of Information Engineering, Univ. of Padova, Italy, 40−50. (3).
1.2.
2011
Holbrook, Jack (2011). Enhancing STL (Scientific and Technological Literacy): A major focus for science teaching at school. Journal of the Science Teacher Association of Nigeria, 46 (1), 9−35.
1.2.
2011
Post, A.; Rannikmäe, M.; Holbrook, J. (2011). Stakeholder views on attributes of scientific literacy important for future citizens and employees - a Delphi study. Science Education International, 22 (3), 202−217.
5.2.
2011
Vaino, K; Holbrook, J. (2011). The Influence of a Collaborative Action Research Project on Chemistry Teacher Beliefs. 2011 Annual International Conference Global Sustainability and Public Understanding of Science: The Role of Science Education Research in the International Community: NARST 2011, Orlando,FL, USA, April 3-6. Omnipress.
1.2.
2010
Holbrook, Jack (2010). Determining the degree of inter-rater consistency in a high stakes, developing country, examination. Educational Measurement and Evaluation Review (EMEReview), 1, 116−139.
1.2.
2010
Holbrook, Jack (2010). Education through Science as a Motivational Innovation for Science Education for All. Science Education International, 21 (2), 80−91.
1.2.
2010
Rannikmäe, Miia; Teppo, Moonika; Holbrook, Jack (2010). Popularity and Relevance of Science Education Literacy: Using a Context-based Approach. Science Education International, 21 (2), 116−125.
3.2.
2010
Holbrook, J.; Rannikmäe, M. (2010). Contextualisation, de-contextualisation, re-contextualisation - A science teaching approach to enhance meaningful learning for scientific literacy. In: Eilks, I.; Ralle, B. (Ed.). Contemporary science education (69−82).. Shaker Verlag.
3.2.
2010
Rannikmäe, M.; Laius, A.; Holbrook, J. (2010). Improving the learning environment: Students' creative thinking and reasoning skills through PARSEL teaching. In: Eilks, I.; Ralle, B. (Ed.). Contemporary Science Education - Implications from Science Education Research about Orientations, Strategies and Assessment (247−252). . Aachen, Germany: Shaker Verlag.
4.2.
2010
Holbrook, Jack; Rannikmae, Miia; Regina, Soobard; Cavas, Bulent; Kim, Minkee (2010). Innovation in Science and Technology Education: Research, Policy, Practice. Tartu Ülikool.
5.2.
2010
Vaino, K.; Holbrook, J. (2010). The influence of collaborative action research on chemistry teacher beliefs. ICASE 2010, " Innovation in science and technology education: Research, policy, practice: ICASE 2010, 3rd Conference of Science and Technology Education " Innovation in Science and Technology Education: Research, Policy, Practice"; Tartu, Estonia; June 28th- July 2nd , 2010. Ed. Holbrook, J.; Rannikmäe, M.; Soobard, R.; Cavas, B.; Kim, M. Estonia, Tartu: AS Ecoprint, 213−216.
1.2.
2009
Holbrook, Jack (2009). Meeting Challenges to Sustainable Development through Science and Technology Education. Science Education International, 20, 44−59.
1.2.
2009
Holbrook, J.; Rannikmäe, M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental and Science Education, 4 (3), 275−288.
3.4.
2009
Vaino, K.; Holbrook, J. (2009). Challenging chemistry teacher’s beliefs: the impact of an intervention study. Proceedings of the ESERA ( European Science Education Research Association) conference: Contemporary Science Education Research: Teaching: ESERA 2009 Contemporary Science Education Research, Istanbul, Türgi, August 31st - September 4th. Ed. Çakmakci, G.; Tasar, M. F. Istanbul, Turkey: ESERA: A Pegem Akademi, 243−247.
1.2.
2008
Hobrook, J. (2008). Introduction to the Special Issue of Science Education International devoted to PARSEL. Science Education International, 19 (3), 257−266.
1.2.
2008
Holbrook, J.; Rannikmäe, M.; Kask, K. (2008). Teaching the PARSEL Way: Students' Reactions to Selected PARSEL Modules. Science Education International, 19 (3), 303−313.
3.1.
2008
Holbrook, J. (2008). The Way Forward. In: Holbrook, J.; Rannikmäe, M.; Reiska, P.; Ilsley,P. (Ed.). Teh Need for a paradigm Shift in Science Education for Post-Soviet Sociseties: Research and Practice (Estonian Example) (258−262).. Germany: Peter Lang Europäischer Verlag der Wissenschaften.
3.1.
2008
Holbrook, J. (2008). Paradigm Shifts in Science Education. In: Holbrook, J.; Rannikmäe, M.; Reiska, P.; Ilsley,P. (Ed.). The Need for a Paradigm Shift in Science Education for Post-Soviet Societies: Research and Practice ( Estonian Example) (7−24).. Germany: Peter Lang Europäischer Verlag der Wissenschaften.
3.1.
2008
Holbrook, J. (2008). Promoting Competency driven School-based Assessment. In: Holbrook, J.; Rannikmäe, M.; Reiska, P.; Ilsley, P. (Ed.). The Need for a paradigm Shift in Science Education for Post-Soviet Societies: Research and Practice ( Estonian Example) (232−257).. Germany: Peter Lang Europäischer Verlag der Wissenschaften.
3.1.
2008
Vaino, K.; Holbrook, J. (2008). Challenging Chemistry Teacher's Beliefs - Towards a Paradigm Shift. In: Holbrook,J.; Rannikmäe, M.; Reiska, P.; Ilsley, P. (Ed.). The Need for a Paradigm Shift in Science Education for Post-Soviet Societies (103−127). . Frankfurt am Main: Peter Lang Verlag.
3.1.
2008
Rannikmäe, A.; Rannikmäe, M.; Holbrook, J. (2008). A Paradigm Shift in Teachers: Recognising the Nature of Science and its Place in Teaching. In: Holbnrook,J.; Rannikmäe, M.; Reiska, P.; Ilsley, P.. (Ed.). The Need for a Paradigm Shift in Science Education for Post Soviet Societies: research and Practice ( Estonian Example) (143−165).. Germany: Peter Lang Europäischer Verlag der Wissenschaften.
3.1.
2008
Holbrook, J. (2008). Promoting Valid assessment of Learning through Standardised Testing. In: Holbrook, J.;Rannikmäe, M.; Reiska, P.; Ilsley, P. (Ed.). The need for a paradigm shift in Science Education for post Soviet Societies: research and practice (Estonian example) (216−231).. Germany: Peter Lang Europäischer Verlag der Wissenschaften.
3.2.
2008
Rannikmäe, M.; Rannikmäe, A.; Holbrook, J. (2008). Science Teachers`Understanding of the Nature of Science and the Nature of Science Education-Implications for Teaching. In: Ralle, B.; Eilks, I. (Ed.). Promoting Successful Science Education-The Worth of Science Education Research (87−98).. Aachen: Shaker Verlag.
4.1.
2008
Jack Holbrook, Miia Rannikmäe, Priit Reiska, Paul Ilsley (2008). The Need for a Paradigm Shift in Science Education for Post Soviet Societies. Research and Practice (Estonian Example). In: Jack Holbrook, Miia Rannikmäe, Priit Reiska, Paul Ilsley (Ed.). The Need for a Paradigm Shift in Science Education for Post Soviet Societies. Research and Practice (Estonian Example) (1−284). . Peter Lang Europäischer Verlag der Wissenschaften.
1.1.
2007
Holbrook, J.; Rannikmäe, M. (2007). Nature of Science Education for Enhancing Scientific Literacy. International Journal of Science Education, 29 (11), 1347−1362. DOI: 10.1080/09500690601007549.
5.2.
2007
Gräberg, W.; Holbrook, J.; Szybek, P.; Bolte, C.; Teppo, M.; Rannikmäe, M.; Michelsen, C.; Lindner, M. (2007). The PARSEL project - Popularity and Relevance of Science Education and Scientific Literacy. Proceedings of ESERA 2007 International Conference: ESERA 2007 International Conference, Malmö, Sweden, August 21-25. Malmö, 53−55.
6.7.
2007
Holbrook , J. (2007). Foreword. In: Holbrook, J.; Rannikmäe, M. (Ed.). 5th IOSTE Eastern and Central European Symposium- Europe Needs More Scientist- the Role of Eastern and Central European Science Educators (1−7).. Tartu University Press.
1.2.
2006
Rannikmäe, Arne; Rannikmäe, Miia; Holbrook, Jack (2006). The Nature of Science as Viewed by none-science undergarduate students. Journal of Baltic Science Education, 2, 77−85.
1.2.
2006
Teppo, M.; Rannikmäe, M.; Holbrook, J. (2006). Bridging the gap between research and practice - what do teachers find useful from a research report? Journal of Science Education, 2 (7), 78−82.
3.4.
2005
Holbrook, J. (2005). Making chemistry teaching relevant. Proceedings of the 18th ICCE confernce: 18th International Conference on Chemical Education; Istanbul, Turkey; AUgust 3-8, 2004. Ed. ICCE. ICCE, 1−12.
3.4.
2005
Rannikmäe, M.; Dahncke, H.; Reiska, Priit; Holbrook, J. (2005). Using socially derived teaching approaches in science classes-can we change students attitudes towards science learning? Barcelona. (Proceedings of the Fifth International ESERA Conference on Contributions of Research to Enhancing Students' Interest in Learning Science).
5.2.
2004
Holbrook, J.; Rannikmäe, M. (2004). ICASE Symposium - ownership in science education. XI IOSTE Symposium Science and Technology Education for a Diverse World - dilemmas, needs and partnerships; Lublin, Poland; 25-30 July 2004. CD.
1.2.
2003
Holbrook, J. (2003). Rethink Science Education. Asia-Pacific Forum on Science Learning and Teaching, 4 (2), 1−13.
1.2.
2003
Holbrook, J. (2003). Increasing Relevance of Science Education: The Way Forward. Science Education International, 14 (1), 5−13.
3.4.
2003
Rannikmäe, M.; Holbrook, J.; Chismann, D.; Teppo, M. (2003). How education-industry partnership (EIP) can make science education relevant for students. proceedings of ICASE 2003 World Conference on Science and Technology Education: Increasing the Relevance of Science and Technology Education for All in the 21st Century. Penang, Malaysia, 577−580.
3.4.
2003
Holbrook, J.; Laius, A.; Rannikmäe, M. (2003). The influence of social issue-based science teaching materials on students' creativity. Proceedings of the international conference "e-Learning in Science and Environmental Education". Tartu, 41−44.
5.2.
2003
Holbrook, J.; Rannikmäe, M. (2003). Increasing the relevance of science education. Conference paper. NARST Annual International Conference; Philadelphia; USA; March 23-26, 2003. Philadelphia,.
1.2.
2002
Holbrook, J.;Tenzin, W. (2002). Science Education in Buthan. Science Education International, 13 (2), 30−36.
3.2.
2002
Holbrook, J.; Rannikmäe, M. (2002). Scientific and technological literacy for all- and imposrtant philosophy for Science subjects. In: Niinistö K.; Kukemelk, H.; Kemppinene L. (Ed.). Developing teacher education in Estonia (205-−214).. Tartu, Turku: Painosalama Oy.
3.4.
2002
Holbrook, J. (2002). Interdisciplinary education in science. Interdisciplinary Education - challange of 21th Century; Krakow, Poland; 13-17 December 2000. Ed. Maciejowska, I.; Stochel, G. Krakow: Jagiellonian University, x.
3.4.
2001
Heinaru, A.; Holbrook, J.; Rannikmäe, M. (2001). An MSc Course for Science Teacher Development - An Example of Development Research. Proceedings of the I-st IOSTE Symposium in Southern Europe, Science and Technology Education: Preparing Future Citizens, 1. 168−173.
5.2.
2001
Holbrook, J.; Rannikmäe, M. (2001). STL Guidebook: Introducing a Philosophy and Teaching Approach for Science Education. In: ICASE General Assembly (21−22).. Goa.
6.7.
2000
Holbrook, J.; Rannikmäe, M. (2000). STL Guidebook: Introducing a Philosophy and teaching approach for Science Education. In: ICASE..
3.4.
1999
Holbrook, J.; Rannikmäe, M. (1999). Promoting scientific and Technological Literacy Through the Use of Supplementary Teaching Material. Proceedings: International Confernce on Science Eduction for the 21st Century. Hungary, 108−113.
5.2.
1999
Holbrook, J.; Rannikmäe, M. (1999). Exploring STL Teaching Materials and Certificate Proposals for the Teachers. In: Natuurwetenschppen SamenHang en Samenwerking NVON Congress (9).. Utrecht.
6.2.
1998
Rannikmäe, M.; Holbrook, J. (1998). Materiales Supplementarios de Ensenanza: Promovideo la Alfabetizacion Cietifica y Tecnologica. Argentina: Mar del Plata.
2.2.
1997
Holbrook, J.; Rannikmäe, M. (1997). Supplementary Teaching Materials: Promoting Scientific and Technological Litercay. Tartu: ICASE & UNESCO.
19.07.2021

Jack Barrie Holbrook

https://www.etis.ee/CV/Jack_Holbrook/est
30.09.1941
737 5083
jack.holbrook@ut.ee

Teenistuskäik

Töökohad ja ametid
01.12.2020–30.11.2025   
Tartu Ülikool, Loodus- ja täppisteaduste valdkond, ökoloogia ja maateaduste instituut, külalisprofessor (0,75)
01.11.2015–...   
PINZ/WINTEC, New Zealand, education consultant (1,00)
01.09.2016–31.08.2021   
Tartu Ülikool, Tartu Ülikool. Loodus ja täppisteaduste valdkond, Loodusteadusliku hariduse külalisprofessor (1,00)
01.01.2016–31.08.2018   
Tartu Ülikool, Loodus- ja täppisteaduste valdkond, ökoloogia ja maateaduste instituut, Loodusteadusliku hariduse keskuse külalisprofessor (1,00)
01.09.2015–31.12.2015   
Tartu Ülikool, Loodus- ja tehnoloogiateaduskond, Loodus- ja tehnoloogiateaduskonna dekanaat, Loodusteadusliku hariduse keskus, Külalisprofessor (1,00)
01.01.2014–31.08.2015   
Tartu Ülikool, Loodus- ja tehnoloogiateaduskond, Loodus- ja tehnoloogiateaduskonna dekanaat, Loodusteadusliku hariduse keskus, Külalisprofessor (1,00)
01.01.2013–31.12.2016   
Haridusteaduste Instituut Hong Kong, külalisprofessor
01.01.2013–31.12.2016   
Corki Ülikool, Iirmaa, külalisprofessor
01.01.2013–31.12.2015   
Consultant for the Word Bank on curriculum development (grades 1-12), Kuweit
01.01.2013–31.12.2018   
World Bank, Consultant for Science Education in Kuweit (1,00)
01.09.2012–31.12.2013   
Tartu Ülikool, Loodus- ja tehnoloogiateaduskond, Külalisprofessor (1,00)
01.01.2010–31.12.2012   
Lissaboni Ülikool, loodusteadusliku hariduse konsultant
01.01.2009–31.12.2013   
Bangkadeshi Haridusministeerium, õppekava konsultant
01.01.2009–31.12.2009   
Kasasthani Teadusja Haridusministeerium, kõrghariduse õppekavade välishindaja
01.01.2009–31.12.2010   
Kosovo Haridusministeerium, curriculum development consultant. loodusteadusliku hariduse
01.01.2008–31.08.2012   
Tartu Ülikool, Loodus- ja tehnoloogiateaduskond, Külalisprofessor (1,00)
01.01.2008–31.12.2011   
Nigeeria Haridusja teadusministeerium, välishindamise ekspert
01.01.2007–31.12.2010   
Kirgiisia Haridusministeerium, hariduskonsultant
01.01.2003–31.12.2007   
Bangladeshi Haridusministeerium, õppekava konsultant
01.01.2002–31.12.2002   
Bhutan Haridusministeerium. external evaluator appointed by UNESCO
1999–2008   
Tartu Ülikool, Loodus- ja tehnoloogiateaduskond, Loodus- ja tehnoloogiateaduskonna dekanaat, Loodusteadusliku hariduse keskus, Professor (1,00)
01.01.1993–31.12.1999   
Tartu Ülikool, rahvusvaheline konsultant loodusteaduslikus hariduses
01.01.1976–31.12.1992   
Hong Kongi Ülikool, loodusteadusliku hariduse ja õppekavade osakond vanemõppejõud
01.01.1974–31.12.1976   
Dar es Salaami Ülikool Tanzania, teadushariduse ja keemia õppejõud
01.01.1970–31.12.1973   
Surrey Õpetajate Koolitusinstituut, Inglismaal, loodusteaduste lektor
01.01.1965–31.12.1970   
London,( Borough of Ealing) üldhariduskooli keemiaõpetaja
 
 
Haridustee
1991–...   
Royal Society of Chemistry , London, FRSC C.Chem
1968–1974   
Londoni Ülikool, PhD (keemia)
1961–1965   
Londoni Ülikool, BSc keemia ja matemaatika
1961–1964   
Londoni Ülikool, õpetaja kvalifikatsioon
 
 
Teadusorganisatsiooniline ja -administratiivne tegevus
2016−...   
Küpruse Teadusagentuur ekspert
2015−...   
Sloveenia Teadusagentuur ekspert
2011−...   
Tartu Ülikool Loodusteadusliku hariduse doktoriõppe programmi nõukogu liige
2000−...   
ESERA liiga
1997−...   
Bangladesh Association for Science Education, tegevliige
1997−...   
ICASE (International Council of Associations for Science Education) tegevkomitee liige
1994−...   
IOSTE liige
1994−...   
NSTA liige
1991−...   
Royal Society of Chemistry, liige
1988−...   
ASE liige
1984−...   
Hong Kong Association for Science and Mathematics Education, tegevliige
1965−...   
Association for Science Education (Inglismaa), liige
2010−2017   
Tartu Ülikool Haridusvaldkonna doktoritööde kaitsmise nõukogu liige
2008−2010   
ICASE president
1996−2002   
IOSTE (International Organisation for Science and Technology Education) Lõuna-Euroopa ja Iisreali esindaja
1996−2016   
NARST liige
1981−1997   
ICASE (International Council of Associations for Science Education), tegevsekretär

Kvalifikatsioon

Teaduskraadid
Jack Barrie Holbrook, Doctor's Degree, 1974, (sup) Barry Smith, Bond energy terms and heats of transfer, London, Inglismaa.
 
 
Teaduspreemiad ja tunnustused
2018, Jack Barrie Holbrook, 2018, Haridus- ja Teadusministeeriumi kasvatusteaduste riiklikul konkursil Eesti keeles publitseeritud teadustööde ja artiklite kategooria (I preemia)
2011, Jack Barrie Holbrook, Tartu Ülikooli medal, eduka töö eest
2007, Jack Barrie Holbrook, ICASE outstanding award , teenete eest ICASE juhtimise ja loodusteadusliku hariduse rahvusvahelise edendamise eest
 
 
Teadustöö põhisuunad
ETIS KLASSIFIKAATOR: 2. Ühiskonnateadused ja kultuur; 2.10. Kasvatusteadused; TÄPSUSTUS: Õppekavaarendus, hindamine, loodusteaduslik haridus
 
 
Lisainfo
Science Curriculum and Textbook Consultant. Kyrgyzstan 9 months (2007-2010)
Consultant on Coordinated Actions for science teaching materials Europe-wide – EU FP6 Project (October 2006- March 2009)
Consultant on Assessment and Examinations, Bangladesh (40 months between July, 2001 and Dec 2006)
Resource Person on Scientific and Technological Literacy, August 2002
Resource Person on Scientific and Technological Literacy, May 2002
Consultant on Evaluation of grade 7 and 8 science curriculum, Bhutan, March 2002
Consultant on Textbooks in Science, Uzbekistan, May/June, 2001, April 2002
Consultancy on Scientific and Technological Literacy for All, June 2001
Resource Person on Scientific and Technological Literacy, April 2001
Resource Person on Scientific and Technological Literacy, March 2001
Consultant for Assessment of Investigation in Science, Nov/Dec 1999
Panellist on Science Education in Schools, June 1999
Resource Person on Scientific and Technological Literacy for All, May 1999
Consultant on Scientific and Technological Literacy for All, May 1999
Consultant for Training of Trainers Guidebook on the Operationalising of Scientific and Technological Literacy, October- November 1998
Consultant on Examinations, Bangladesh, Feb/March and Sept/Oct, 1998
Consultant on Developing Scientific and Technological Literacy Teaching Materials, Philippines, 1997
Consultant as Data Survey/Data Analysis Specialist, Bangladesh, Sept/Oct 1997
Consultant on Developing Scientific and Technological Literacy Teaching Materials, Nepal November, 1997
Consultant on Environmental Education, Eastern Mediterranean, Aug 1997-Oct 1998 (operating in 22 countries in the Eastern Mediterranean/Black Sea region)
Consultant on Developing Scientific and Technological Literacy Teaching Materials, Argentina, 1997 (in Spanish)
Consultant on Developing Scientific and Technological Literacy Teaching Materials, Pakistan, 1997
Consultant as Science Curriculum Specialist, Bangladesh, Jan-Mar, 1997

Jooksvad projektid

Lõppenud projektid

Juhendamisel väitekirjad

Juhendatud väitekirjad

Publikatsioonid

Klass
Aasta
Publikatsioon
 
1.1.
2021
Kotkas, Tormi; Holbrook, Jack; Rannikmäe, Miia (2021). Exploring Students’ Science-Related Career Awareness Changes through Concept Maps. Education Sciences, 11 (4). DOI: 10.3390/educsci11040157.
1.1.
2021
Mets, Tõnis; Holbrook, Jack; Läänelaid, Siim (2021). Entrepreneurship Education Challenges for Green Transformation. Administrative Sciences, 11 (1), 15. DOI: 10.3390/admsci11010015.
1.1.
2021
Chowdhury, TBM; Holbrook, Jack; Reis, Pedro; Rannikmäe, Miia (2021). Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework. Science & Education. DOI: 10.1007/s11191-021-00236-9.
1.2.
2021
Semilarski, Helen; Soobard, Regina; Holbrook, Jack & Rannikmäe, Miia (2021). Exploring The Complexity of Student-Created Mind Maps, Based On Science-Related Disciplinary and Interdisciplinary Core Ideas. Interdisciplinary Journal of Environmental and Science Education, 17 (1), e2227. DOI: 10.29333/ijese/9153.
1.1.
2020
Ploomipuu, Inga; Holbrook, Jack; Rannikmäe, Miia (2020). <p>Modelling health literacy on conceptualizations of scientific literacy</p>. Health Promotion International, 35 (5), 1210−1219. DOI: 10.1093/heapro/daz106.
1.1.
2020
Chowdhury, TBM; Holbrook, Jack; Rannikmäe, Miia (2020). Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education. Sustainability, 12 (8). DOI: 10.3390/su12083259.
1.1.
2020
Valdmann, Ana; Holbrook, Jack Barrie; Rannikmäe, Miia (2020). DEFINING TEACHER OWNERSHIP: A SCIENCE EDUCATION CASE STUDY TO DETERMINE CATEGORIES OF TEACHER OWNERSHIP. Journal of Baltic Science Education, 19 (4), 659−674. DOI: 10.33225/jbse/20.19.659.
1.1.
2020
Soobard, R.; Kotkas, T.; Rannikmäe, M.; Holbrook, J. (2020). Students’ Perceptions of an Intervention Course Designed to Raise Science-Related Career Awareness. European Journal of Educational Research, 9, 4, 1539−1555. DOI: 10.12973/eu-jer.9.4.1539.
1.2.
2020
Chowdhury, TBM Holbrook, Jack Rannikmäe, Miia (2020). Socioscientific Issues within Science Education and their Role in Promoting the Desired Citizenry. Science Education International, 31 (2), 203−208. DOI: 10.33828/sei.v31.i2.10.
3.1.
2020
Rannikmäe, M., Holbrook, J., Soobard, R. (2020). Social Constructivism—Jerome Bruner. In: B. Akpan and T. Kennedy (Ed.). Science Education in Theory and Practice An Introductory Guide to Learning Theory (259−275). Springer, Cham. DOI: 10.1007/978-3-030-43620-9_18.
3.1.
2020
A. Valdmann, J. Holbrook, M. Rannikmäe (2020). Participatory Action Research Supporting Teacher Philosophical Ownership Through Creating Teaching Modules – a Science Education Study. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.). INTED2020 Proceedings (2312−2317). Valencia, Spain: IATED Academy.
3.1.
2019
Semilarski, H.; Soobard, R.; Holbrook, J.; Rannikmäe, M. (2019). GRADE 8 AND 11 STUDENTS´ SCIENCE AND SCIENCE-RELATED CAREER PROFILES. In: EDULEARN19 PROCEEDINGS (6312−6319). IATED Academy.
3.1.
2019
Chowdhury, Tapashi Binte Mahmud Holbrook, Jack; Rannikmäe, Miia (2019). TEACHERS’ OWNERSHIP TOWARDS USING SOCIO-SCIENTIFIC ISSUES FOR AN ACTIVE INFORMED CITIZENRY. EDULEARN19 Proceedings, 1. IATED, 3834−3840. (EDULEARN19 Proceedings). DOI: 10.21125/edulearn.2019.0989.
1.1.
2018
Soobard, R.; Semilarski; H.; Holbrook, J.; Rannikmäe, M. (2018). Grade 12 Students´ Perceived Self-efficacy Towards Working Life Skills and Curriculum Content Promoted Through Science Education. Journal of Baltic Science Education, 17 (5), 838−850.
1.1.
2017
Kotkas, Tormi; Holbrook, Jack; Rannikmäe, Miia (2017). A THEORY-BASED INSTRUMENT TO EVALUATE MOTIVATIONAL TRIGGERS PERCEIVED BY STUDENTS IN STEM CAREER-RELATED SCENARIOS. Journal of Baltic Science Education, 16 (6), 836−854.
1.1.
2017
Valdmann Ana, Jack Holbrook, Miia Rannikmäe (2017). Determining the effectiveness of a design-based, continuous professional development programme for science teachers. Journal of Baltic Science Education, 4, 16, 576−591.
1.2.
2017
Ploomipuu, Inga; Holbrook, Jack (2017). Kõrgkooli tervishoiu õppekavadel õppimiseks vajalike loodusteaduslike teadmiste ja oskuste tase Tartu Tervishoiu Kõrgkooli sisseastujate näitel. Eesti Haridusteaduste Ajakiri = Estonian Journal of Education, 5 (1), 171−205. DOI: 10.12697/eha.2017.5.1.06.
1.2.
2017
Rannikmäe,M., Soobard,R., Reiska,P., Rannikmäe, A., Holbrook, J. (2017). Õpilaste loodusteadusliku kirjaoskuse tasemete muutus gümnaasiumiõpingute jooksul. Eesti Haridusteaduste Ajakiri = Estonian Journal of Education, 5 (1), 59−98.
3.1.
2017
Holbrook, Jack; Rannikmäe, Miia (2017). Context –Based Teaching and Socio- Scientific Issues. In: K. Taber, K; B. Akpan. (Ed.). Science Education: An International Course Companion. (279−294). Sense Publishers.: Sense Publishers.
3.1.
2017
Holbrook, Jack; Rannikmäe, Miia (2017). Motivational Science Teaching Using a Context- Based Approach. In: Akpan, Ben (Ed.). Science Education: a Global Perspective (189−218). the Netherlands: Springer.
3.1.
2017
Rannikmäe, Miia; Holbrook, Jack; Cavas, Bulent (2017). Promoting twenty first century skills development among international adult learners. In: Fehring, Heather; Rodrigues, Susan (Ed.). Teaching, Coaching and Mentoring Adult Learners: Lessons for Profefssionalism and partnership (138−146). London/New York: Routledge Taylor & Francis Ltd.
1.1.
2016
Valdmann, Ana;Rannikmae, Miia; Holbrook, Jack (2016). DETERMINING THE EFFECTIVENESS OF A CPD PROGRAMME FOR ENHANCING SCIENCE TEACHERS’ SELF-EFFICACY TOWARDS MOTIVATIONAL CONTEXT-BASED TEACHING. Journal of Baltic Science Education, 15 (3), 284−297.
1.2.
2016
Cerulli, David; Holbrook, Jack; Mander, Ülo (2016). Devising an instrument for determining students’ preparedness for an Education through Science learning approach within the topic of Natural Hazards. Science Education International, 27 (1), 59−87.
1.2.
2016
Kotkas, Tormi; Holbrook, Jack; Rannikmäe, Miia (2016). Identifying Characteristics of Science Teaching/Learning Materials Promoting Students’ Intrinsic Relevance. Science Education International, 27 (2), 194−216.
1.1.
2015
Oyao, S.; Jack Holbrook, J.; Rannikmäe, M.; Pagunsan, M. (2015). A Competence-based Science Learning Framework illustrated through the Study of Natural Hazards and Disaster Risk Reduction. International Journal of Science Education, 37 (14), 2237−2263. DOI: 10.1080/09500693.2015.1075076.
1.1.
2015
Vaino, Toomas; Vaino, Katrin; Rannikmäe, Miia; Holbrook, Jack (2015). Factors explaining gymnasium students’ technology related career orientations. Journal of Baltic Science Education, 14 (6), 706−722.
3.1.
2015
Ait, Kerti; Rannikmäe, Miia; Soobard, Regina; Reiska, Priit; Holbrook, Jack (2015). Students' self-efficacy and values based on a 21st century vision of scientific literacy. Procedia-Social and Behavioral Journal, 177: Global Conference on Contemporary Issues in Education. Elsevier, 491−495. DOI: 10.1016/j.sbspro.2015.02.403.
3.4.
2015
Valdmann, A.; Rannikäe, M.; Holbrook, J. (2015). Determining the Effectiveness of the PROFILES Professional Development Programme, based on Identified Teacher`s Needs. Science with and for Society: II IOSTE Eurasian Regional Symposium & Brokerage Event Horizon 2020, Istanbul – TURKEY, 24-26 April 2015. Ed. Bulent CAVAS & Gultekin CAKMAKCI. IOSTE, 100−101.
3.4.
2015
Kask, Klaara; Holbrook, Jack; Rannikmäe, Miia (2015). Students' Evaluation of the use of PROFILES Modules to Promote the Learning of Competences. Science with and for Society: II IOSTE Eurasian Regional Symposium & Brokerage Event Horizon 2020, Istanbul – TURKEY, 24-26 April 2015. Ed. Bulent CAVAS & Gultekin CAKMAKCI. Istanbul, Turkey: IOSTE, 104−105.
1.2.
2014
Holbrook, J.; Devetak, I. (2014). Editorial. Center for Educational Policy Studies Journal, 4 (1), 5−8.
1.2.
2014
Holbrook, J.; Rannikmäe, M. (2014). The Philosophy and Approach on which the PROFILES Project is Based. Center for Educational Policy Studies Journal, 4 (1), 9−21.
1.2.
2014
Holbrook, J.; Rannikmäe, M.; Valdmann, A. (2014). Identifying teacher needs for promoting Education through Science as a paradigm shift in Science Education. Science Education International, 25, 2, 4−42.
3.2.
2014
Rannikmäe, M.; Soobard, R.; Teppo, M.; Valdmann, A.; Holbrook, J. (2014). Kontekstipõhine õpetamine. Rannikmäe, M.; Soobard, R. (Toim.). PARADIGMAATILISED SUUNDUMUSED LOODUSAINETE ÕPETAMISEL ÜLDHARIDUSKOOLIS (62−70). . Tartu, Eesti: Eesti Ülikoolide Kirjastus.
3.2.
2014
Vaino, Katrin; Holbrook, Jack (2014). Hindamine loodusteaduste tundides. Rannikmäe, Miia; Soobard, Regina (Toim.). Paradigmaatilised suundumused loodusainete õpetamisel üldhariduskoolis. (136−151). Tartu: Eesti Ülikoolide Kirjastus.
3.4.
2014
Vitsut, Ave; Valdmann, Ana; Holbrook, Jack (2014). A Case srudy to Determine Student Opinions RElated To Science Teaching Using PROFILES Modules. In: Bolte, C., Holbrook, J., Mamlok- Naaman, R., Rauch,F. (Ed.). Science Teachers Countinous Professional Development in Europe (138 −148). . Berlin: Freie Universität Berlin.
1.1.
2013
Vaino, Katrin; Holbrook, Jack; Rannikmäe, Miia (2013). A Case Study Examining Change in Teacher Beliefs through Collaborative Action Research. International Journal of Science Education, 35 (1), 1−30. DOI: 10.1080/09500693.2012.736034.
1.1.
2013
Kim, Minkee; Lavonen, Jari; Juuti, Kalle; Holbrook, Jack; Rannikmäe, Miia (2013). Teacher’s reflection of inquiry teaching in Finland before and during an in-service program: Examination by a progress model of collaborative reflection. International Journal of Science and Mathematics Education, 11 (2), 359−383.10.1007/s10763-012-9341-4.
1.2.
2013
Cavas, Bulent; Holbrook, Jack; Kask, Klaara; Rannikmae, Miia (2013). Development of an Instrument to Determine Science Teachers’ Implementation of Inquiry Based Science Education in their Classrooms. International Online Journal of Primary Education, 2 (2), 9−22.
3.2.
2013
Fernandez, Carmen; Holbrook, Jack; Malmok-Naaman, Rachel; Coll, Richard K. (2013). How to teach science in emerging and developing environments. In: Teaching Chemistry - A Studybook (299−326).. Sense Publishers.
3.4.
2013
Rannikmäe, M.; Holbrook, J.; Kask, K.; Laius, A.; Teppo, M.; Finlayson, O.; Brady, S.; McLoughlin, E. (2013). Teachers’ and students’ views on industry-related competences. eBook of the Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Ed. Constantinos P. Constantinou, Nicos Papadouris, Angela Hadjigeorgiou.
3.4.
2013
Rannikmäe, Miia; Holbrook, Jack; Kask, Klaara; Laius, Anne; Teppo, Moonika (2013). Teachers' and students' views on industry-related competences. eBook of the Proceedings of the ESERA 2013 Conference: ESERA 13 Conference: Science Education Research for Evidence-based Teaching and Coherence in Learning, Cyprus, 02.09. - 07.09.2013. Ed. Constantinos P. Constantinou, Nicos Papadouris, Angela Hadjigeorgiou. 2013: University of Cypros, x.
6.2.
2013
Vaino, K.; Holbrook, J.; Rannikmäe, M (2013). Kas isetehtud seep on tänapäeva maailmas elujõuline? Rannikmäe, M., Soobard, R. (Toim.). Eesti Teadusagentuuri programm Teame raames välja töötatud õppematerjalid gümnaasiumi valikkursuse Loodusteadused, tehnoloogia ja ühiskond õpetamiseks. . Eesti Teadusagentuur.
1.1.
2012
Vaino, K.; Holbrook, J.; Rannikmäe, M. (2012). Stimulating students’ intrinsic motivation for learning chemistry through the use of context-based learning modules. Chemistry Education Research and Practice, 13 (4), 410−419. DOI: 10.1039/C2RP20045G.
1.2.
2012
Valdmann, Ana; Holbrook, Jack; Rannikmäe, Miia (2012). Evaluating the teaching impact of a prior, context-based, professional development programme. Science Education International, 23 (2), 166−185.
3.2.
2012
Holbrook, Jack; Rannikmäe, Miia (2012). PROFILES Modules of Best Practice. In: Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (202−206).. Berlin: Mira Dulle.
3.2.
2012
Cavas, Bulent; Ozdem, Yasemin; Cavas, Pinar; Holbrook, Jack (2012). The Use of Robotics in Inquiry-based Science Education. In: Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (192−194).. Berlin: Mira Dulle.
3.2.
2012
Holbrook, Jack; Rannikmäe, Miia (2012). Innovative Inquiry-based Science Learning Environments in the Framework of PROFILES. In: Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (52−54).. Berlin: Mira Dulle.
3.2.
2012
Bolte, Claus; Streller, Sabine; Holbrook, Jack; Rannikmäe, Miia; Hofstein, Avi; Naaman, Rachel Mamlok; Rauch, Franz. (2012). Introduction into the PROFILES Project and its Philosophy. In: Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (31−41).. Berlin: Mira Dulle.
3.2.
2012
Eilks, Ingo; Hofstein, Avi; Oversby, John; Holbrook, Jack; Markic, Silvija; Di Fuccia, David; Ralle, Bernd. (2012). Reflections on Heterogeneity and Diversity in Science Education. In: Markic, Sylvija; Eilks, Ingo (Ed.). Issues of Heterogeneity and Cultural Diversity in Science Education and Science Education Research (229−233).. Aachen: Shaker Verlag.
3.2.
2012
Oyao, Sheila G.; Pagunsan, Marmon A.; Rannikmäe, M; Holbrook, Jack (2012). The 3-stage Learning Model as a Pedagogical Approach to Deal with Heterogeneity and Diversity Issues: African Educators´Adaptation and its Emerging Issues. In: Issues of Heterogeneity and Cultural Diversity in Science Education and Science Education Research (203−206).. Aachen: Shaker Verlag.
3.2.
2012
Cavas, Bulent; Holbrook, Jack; Ozdem, Yasemin; Cavas, Pinar (2012). Networking among Science and Technology Teachers: Experiences from the PROFILES Project in Turkey to Reduce Heterogeneity in Inquiry-Based Science Teaching and Learning. In: Markic,Sylvija; Eilks,Ingo (Ed.). Issues of Heterogeneity and Cultural Diversity in Science Education and Science Education Research (189−194).. Aachen: Shaker Verlag.
3.2.
2012
Holbrook, Jack; Chowdhury, Robiul Kabir; Hasan, Ali; Sattar, Obaidus; Khan, Saleh Atahar (2012). Standardisation Practices- a Mechanism to Eliminate Construct Heterogeneity in the Assessment of Attainment in Science Subjects. Issues of Heterogeneity and Cultural Diversity in Science Education and Science Education Research. Aachen: Shaker Verlag, 121−132.
3.4.
2012
Cavas, Bulent; Kesercioglu, Teoman; Holbrook, Jack; Rannikmae, Miia; Ozdogru, Eda; Gokler, Fatih. (2012). The Effects of Robotics Club on the Students’ Performance on Science Process & Scientific Creativity Skills and Perceptions on Robots, Human and Society. Proceedings, 1: The 3 rd International Workshop “Teaching robotics, teaching with robotics”. Ed. Dimitris Alimisis, Emanuele Menegatti, and Michele Moro. Riva Del Garda: Dept. of Information Engineering, Univ. of Padova, Italy, 40−50. (3).
1.2.
2011
Holbrook, Jack (2011). Enhancing STL (Scientific and Technological Literacy): A major focus for science teaching at school. Journal of the Science Teacher Association of Nigeria, 46 (1), 9−35.
1.2.
2011
Post, A.; Rannikmäe, M.; Holbrook, J. (2011). Stakeholder views on attributes of scientific literacy important for future citizens and employees - a Delphi study. Science Education International, 22 (3), 202−217.
5.2.
2011
Vaino, K; Holbrook, J. (2011). The Influence of a Collaborative Action Research Project on Chemistry Teacher Beliefs. 2011 Annual International Conference Global Sustainability and Public Understanding of Science: The Role of Science Education Research in the International Community: NARST 2011, Orlando,FL, USA, April 3-6. Omnipress.
1.2.
2010
Holbrook, Jack (2010). Determining the degree of inter-rater consistency in a high stakes, developing country, examination. Educational Measurement and Evaluation Review (EMEReview), 1, 116−139.
1.2.
2010
Holbrook, Jack (2010). Education through Science as a Motivational Innovation for Science Education for All. Science Education International, 21 (2), 80−91.
1.2.
2010
Rannikmäe, Miia; Teppo, Moonika; Holbrook, Jack (2010). Popularity and Relevance of Science Education Literacy: Using a Context-based Approach. Science Education International, 21 (2), 116−125.
3.2.
2010
Holbrook, J.; Rannikmäe, M. (2010). Contextualisation, de-contextualisation, re-contextualisation - A science teaching approach to enhance meaningful learning for scientific literacy. In: Eilks, I.; Ralle, B. (Ed.). Contemporary science education (69−82).. Shaker Verlag.
3.2.
2010
Rannikmäe, M.; Laius, A.; Holbrook, J. (2010). Improving the learning environment: Students' creative thinking and reasoning skills through PARSEL teaching. In: Eilks, I.; Ralle, B. (Ed.). Contemporary Science Education - Implications from Science Education Research about Orientations, Strategies and Assessment (247−252). . Aachen, Germany: Shaker Verlag.
4.2.
2010
Holbrook, Jack; Rannikmae, Miia; Regina, Soobard; Cavas, Bulent; Kim, Minkee (2010). Innovation in Science and Technology Education: Research, Policy, Practice. Tartu Ülikool.
5.2.
2010
Vaino, K.; Holbrook, J. (2010). The influence of collaborative action research on chemistry teacher beliefs. ICASE 2010, " Innovation in science and technology education: Research, policy, practice: ICASE 2010, 3rd Conference of Science and Technology Education " Innovation in Science and Technology Education: Research, Policy, Practice"; Tartu, Estonia; June 28th- July 2nd , 2010. Ed. Holbrook, J.; Rannikmäe, M.; Soobard, R.; Cavas, B.; Kim, M. Estonia, Tartu: AS Ecoprint, 213−216.
1.2.
2009
Holbrook, Jack (2009). Meeting Challenges to Sustainable Development through Science and Technology Education. Science Education International, 20, 44−59.
1.2.
2009
Holbrook, J.; Rannikmäe, M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental and Science Education, 4 (3), 275−288.
3.4.
2009
Vaino, K.; Holbrook, J. (2009). Challenging chemistry teacher’s beliefs: the impact of an intervention study. Proceedings of the ESERA ( European Science Education Research Association) conference: Contemporary Science Education Research: Teaching: ESERA 2009 Contemporary Science Education Research, Istanbul, Türgi, August 31st - September 4th. Ed. Çakmakci, G.; Tasar, M. F. Istanbul, Turkey: ESERA: A Pegem Akademi, 243−247.
1.2.
2008
Hobrook, J. (2008). Introduction to the Special Issue of Science Education International devoted to PARSEL. Science Education International, 19 (3), 257−266.
1.2.
2008
Holbrook, J.; Rannikmäe, M.; Kask, K. (2008). Teaching the PARSEL Way: Students' Reactions to Selected PARSEL Modules. Science Education International, 19 (3), 303−313.
3.1.
2008
Holbrook, J. (2008). The Way Forward. In: Holbrook, J.; Rannikmäe, M.; Reiska, P.; Ilsley,P. (Ed.). Teh Need for a paradigm Shift in Science Education for Post-Soviet Sociseties: Research and Practice (Estonian Example) (258−262).. Germany: Peter Lang Europäischer Verlag der Wissenschaften.
3.1.
2008
Holbrook, J. (2008). Paradigm Shifts in Science Education. In: Holbrook, J.; Rannikmäe, M.; Reiska, P.; Ilsley,P. (Ed.). The Need for a Paradigm Shift in Science Education for Post-Soviet Societies: Research and Practice ( Estonian Example) (7−24).. Germany: Peter Lang Europäischer Verlag der Wissenschaften.
3.1.
2008
Holbrook, J. (2008). Promoting Competency driven School-based Assessment. In: Holbrook, J.; Rannikmäe, M.; Reiska, P.; Ilsley, P. (Ed.). The Need for a paradigm Shift in Science Education for Post-Soviet Societies: Research and Practice ( Estonian Example) (232−257).. Germany: Peter Lang Europäischer Verlag der Wissenschaften.
3.1.
2008
Vaino, K.; Holbrook, J. (2008). Challenging Chemistry Teacher's Beliefs - Towards a Paradigm Shift. In: Holbrook,J.; Rannikmäe, M.; Reiska, P.; Ilsley, P. (Ed.). The Need for a Paradigm Shift in Science Education for Post-Soviet Societies (103−127). . Frankfurt am Main: Peter Lang Verlag.
3.1.
2008
Rannikmäe, A.; Rannikmäe, M.; Holbrook, J. (2008). A Paradigm Shift in Teachers: Recognising the Nature of Science and its Place in Teaching. In: Holbnrook,J.; Rannikmäe, M.; Reiska, P.; Ilsley, P.. (Ed.). The Need for a Paradigm Shift in Science Education for Post Soviet Societies: research and Practice ( Estonian Example) (143−165).. Germany: Peter Lang Europäischer Verlag der Wissenschaften.
3.1.
2008
Holbrook, J. (2008). Promoting Valid assessment of Learning through Standardised Testing. In: Holbrook, J.;Rannikmäe, M.; Reiska, P.; Ilsley, P. (Ed.). The need for a paradigm shift in Science Education for post Soviet Societies: research and practice (Estonian example) (216−231).. Germany: Peter Lang Europäischer Verlag der Wissenschaften.
3.2.
2008
Rannikmäe, M.; Rannikmäe, A.; Holbrook, J. (2008). Science Teachers`Understanding of the Nature of Science and the Nature of Science Education-Implications for Teaching. In: Ralle, B.; Eilks, I. (Ed.). Promoting Successful Science Education-The Worth of Science Education Research (87−98).. Aachen: Shaker Verlag.
4.1.
2008
Jack Holbrook, Miia Rannikmäe, Priit Reiska, Paul Ilsley (2008). The Need for a Paradigm Shift in Science Education for Post Soviet Societies. Research and Practice (Estonian Example). In: Jack Holbrook, Miia Rannikmäe, Priit Reiska, Paul Ilsley (Ed.). The Need for a Paradigm Shift in Science Education for Post Soviet Societies. Research and Practice (Estonian Example) (1−284). . Peter Lang Europäischer Verlag der Wissenschaften.
1.1.
2007
Holbrook, J.; Rannikmäe, M. (2007). Nature of Science Education for Enhancing Scientific Literacy. International Journal of Science Education, 29 (11), 1347−1362. DOI: 10.1080/09500690601007549.
5.2.
2007
Gräberg, W.; Holbrook, J.; Szybek, P.; Bolte, C.; Teppo, M.; Rannikmäe, M.; Michelsen, C.; Lindner, M. (2007). The PARSEL project - Popularity and Relevance of Science Education and Scientific Literacy. Proceedings of ESERA 2007 International Conference: ESERA 2007 International Conference, Malmö, Sweden, August 21-25. Malmö, 53−55.
6.7.
2007
Holbrook , J. (2007). Foreword. In: Holbrook, J.; Rannikmäe, M. (Ed.). 5th IOSTE Eastern and Central European Symposium- Europe Needs More Scientist- the Role of Eastern and Central European Science Educators (1−7).. Tartu University Press.
1.2.
2006
Rannikmäe, Arne; Rannikmäe, Miia; Holbrook, Jack (2006). The Nature of Science as Viewed by none-science undergarduate students. Journal of Baltic Science Education, 2, 77−85.
1.2.
2006
Teppo, M.; Rannikmäe, M.; Holbrook, J. (2006). Bridging the gap between research and practice - what do teachers find useful from a research report? Journal of Science Education, 2 (7), 78−82.
3.4.
2005
Holbrook, J. (2005). Making chemistry teaching relevant. Proceedings of the 18th ICCE confernce: 18th International Conference on Chemical Education; Istanbul, Turkey; AUgust 3-8, 2004. Ed. ICCE. ICCE, 1−12.
3.4.
2005
Rannikmäe, M.; Dahncke, H.; Reiska, Priit; Holbrook, J. (2005). Using socially derived teaching approaches in science classes-can we change students attitudes towards science learning? Barcelona. (Proceedings of the Fifth International ESERA Conference on Contributions of Research to Enhancing Students' Interest in Learning Science).
5.2.
2004
Holbrook, J.; Rannikmäe, M. (2004). ICASE Symposium - ownership in science education. XI IOSTE Symposium Science and Technology Education for a Diverse World - dilemmas, needs and partnerships; Lublin, Poland; 25-30 July 2004. CD.
1.2.
2003
Holbrook, J. (2003). Rethink Science Education. Asia-Pacific Forum on Science Learning and Teaching, 4 (2), 1−13.
1.2.
2003
Holbrook, J. (2003). Increasing Relevance of Science Education: The Way Forward. Science Education International, 14 (1), 5−13.
3.4.
2003
Rannikmäe, M.; Holbrook, J.; Chismann, D.; Teppo, M. (2003). How education-industry partnership (EIP) can make science education relevant for students. proceedings of ICASE 2003 World Conference on Science and Technology Education: Increasing the Relevance of Science and Technology Education for All in the 21st Century. Penang, Malaysia, 577−580.
3.4.
2003
Holbrook, J.; Laius, A.; Rannikmäe, M. (2003). The influence of social issue-based science teaching materials on students' creativity. Proceedings of the international conference "e-Learning in Science and Environmental Education". Tartu, 41−44.
5.2.
2003
Holbrook, J.; Rannikmäe, M. (2003). Increasing the relevance of science education. Conference paper. NARST Annual International Conference; Philadelphia; USA; March 23-26, 2003. Philadelphia,.
1.2.
2002
Holbrook, J.;Tenzin, W. (2002). Science Education in Buthan. Science Education International, 13 (2), 30−36.
3.2.
2002
Holbrook, J.; Rannikmäe, M. (2002). Scientific and technological literacy for all- and imposrtant philosophy for Science subjects. In: Niinistö K.; Kukemelk, H.; Kemppinene L. (Ed.). Developing teacher education in Estonia (205-−214).. Tartu, Turku: Painosalama Oy.
3.4.
2002
Holbrook, J. (2002). Interdisciplinary education in science. Interdisciplinary Education - challange of 21th Century; Krakow, Poland; 13-17 December 2000. Ed. Maciejowska, I.; Stochel, G. Krakow: Jagiellonian University, x.
3.4.
2001
Heinaru, A.; Holbrook, J.; Rannikmäe, M. (2001). An MSc Course for Science Teacher Development - An Example of Development Research. Proceedings of the I-st IOSTE Symposium in Southern Europe, Science and Technology Education: Preparing Future Citizens, 1. 168−173.
5.2.
2001
Holbrook, J.; Rannikmäe, M. (2001). STL Guidebook: Introducing a Philosophy and Teaching Approach for Science Education. In: ICASE General Assembly (21−22).. Goa.
6.7.
2000
Holbrook, J.; Rannikmäe, M. (2000). STL Guidebook: Introducing a Philosophy and teaching approach for Science Education. In: ICASE..
3.4.
1999
Holbrook, J.; Rannikmäe, M. (1999). Promoting scientific and Technological Literacy Through the Use of Supplementary Teaching Material. Proceedings: International Confernce on Science Eduction for the 21st Century. Hungary, 108−113.
5.2.
1999
Holbrook, J.; Rannikmäe, M. (1999). Exploring STL Teaching Materials and Certificate Proposals for the Teachers. In: Natuurwetenschppen SamenHang en Samenwerking NVON Congress (9).. Utrecht.
6.2.
1998
Rannikmäe, M.; Holbrook, J. (1998). Materiales Supplementarios de Ensenanza: Promovideo la Alfabetizacion Cietifica y Tecnologica. Argentina: Mar del Plata.
2.2.
1997
Holbrook, J.; Rannikmäe, M. (1997). Supplementary Teaching Materials: Promoting Scientific and Technological Litercay. Tartu: ICASE & UNESCO.
19.07.2021

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ProgramTypeNumberNameProject startProject endPrincipal investigatorInstitutionFinancing
MUUMLOLO10019RESTABLISH - European Science and Technology in Action Building Links with Industry, Schools and Home01.01.201031.03.2014Miia RannikmäeUniversity of Tartu; University of Tartu, Faculty of Science and Technology (old)214 535,00 EUR
1.2.2.1.16.2.DLTOM20620 (2020-1-EE01-KA203-077990)Highly Interactive Guidance Helpful For Leadership In Educationally Relevant Skills01.12.202031.08.2023Miia RannikmäeUniversity of Tartu, Faculty of Science and Technology, Institute of Ecology and Earth Sciences93 470,00 EUR
MUUNLOLO09580Science literacy as the factor of career choice for gymnasium students01.09.200931.03.2014Miia RannikmäeUniversity of Tartu; University of Tartu, Faculty of Science and Technology (old), Dean's Office, Science Education Department157 862,00 EUR
SFSF0182529As03Towards a Philosophy of Relevance in Science Education and Factors Influencing its Operationalisation01.01.200331.12.2007Miia RannikmäeUniversity of Tartu, Faculty of Biology and Geography153 931,20 EUR
1.2.3.4.MLOLH15105RPromoting Youth Scientific Career Awareness and it Attractiveness through Multi-stakeholder Co-operation (MultiCo)01.08.201530.11.2018Miia RannikmäeUniversity of Tartu, Faculty of Science and Technology (old), Dean's Office, Science Education Department; University of Tartu, Faculty of Science and Technology, Institute of Ecology and Earth Sciences253 750,00 EUR
IUTIUT34-6Smart technologies and digital literacy in promoting a change of learning01.01.201531.12.2020Margus PedasteUniversity of Tartu, Faculty of Social Sciences, Institute of Education444 000,00 EUR
MUUMLOLO10197RPROFILES - Professional reflection oriented focus on inquiry-based learning and education through science01.12.201031.05.2015Miia RannikmäeUniversity of Tartu; University of Tartu, Faculty of Science and Technology (old)248 240,00 EUR
SFSF0180178As08Enhancing science education in a knowledge-based society for future citizenship - models of teaching and learning towards multidimensional scientific literacy and its international evaluation. 01.01.200831.12.2012Miia RannikmäeUniversity of Tartu, Faculty of Biology and Geography; University of Tartu, Faculty of Science and Technology (old)105 529,91 EUR
1.1.7.4.1.TA/1021 Relationship between students' interdisciplinary knowledge and career awareness in science 01.02.202128.02.2022Rain MikserTallinn University, School of Educational Sciences8 000,00 EUR
1.1.7.2.NSVHI19074Enhancement of Research and Development Capacity of Teacher Education Competence Centre Pedagogicum01.10.201831.08.2021Margus PedasteUniversity of Tartu, Faculty of Social Sciences, Institute of Education1 499 999,65 EUR
1.2.3.4.MLTOM20341R (952470)Addressing Attractiveness of Science Career Awareness01.10.202030.09.2023Miia RannikmäeUniversity of Tartu, Faculty of Science and Technology, Institute of Ecology and Earth Sciences440 531,25 EUR
ETFETF6716Promoting teachers’ understanding of the Nature of Science and its relationship with the Nature of Science Education as a step for improving student attitudes towards science01.01.200631.12.2009Miia RannikmäeUniversity of Tartu, Faculty of Biology and Geography; University of Tartu, Faculty of Science and Technology (old)42 519,15 EUR
MUUSLOLO11007Evaluation of Tiger Leap Foundation Programmes in the Domain of Science and Technology01.01.201101.09.2012Miia RannikmäeUniversity of Tartu; University of Tartu, Faculty of Science and Technology (old), Dean's Office18 957,00 EUR
ETFETF8219Stakeholders’ views of expected science education goals and an evaluation of their potential for guiding multidimensional scientific literacy among students. 01.01.201031.12.2013Miia RannikmäeUniversity of Tartu, Faculty of Science and Technology (old)49 084,64 EUR