Contact

Email

j.vandriel@unimelb.edu.au

Credentials

Position
Professor in Science Education
School of Curriculum and Pedagogy
Education
PhD
Utrecht University
Masters (Research)
Utrecht University
Bachelors Degree
Utrecht University
ORCID

0000-0002-8185-124X

Prof Jan van Driel

Professor in Science Education
School of Curriculum and Pedagogy
234 Scholarly works
8 Projects

HIGHLIGHTS

  • 2026

    Journal article

    It’s Not About the Money: STEM Professionals’ Motivations to Become Secondary School Teachers Through Alternative Entry Teacher Education Pathways
    DOI: 10.1007/s42330-026-00445-w
  • 2026

    Journal article

    Science teachers’ professional growth benefits from formal and informal interactions with science centers
    DOI: 10.29333/ejmste/19116
  • 2026

    Journal article

    Scientists and their motivations for science outreach
    DOI: 10.1080/21548455.2026.2702544
  • 2026

    Journal article

    Mathematics teachers’ perceptions of teaching strategies when adopting a STEM approach
    DOI: 10.1007/s13394-025-00520-9
  • 2026

    Journal article

    Does Teacher Noticing Matter for Students’ Science Content Learning Outcomes? Evidence From a Large-Scale Empirical Study
    DOI: 10.1177/00224871251336875
  • 2021

    Research grants (ARC, NHMRC, MRFF)

    Primary Teachers' Adaptive Expertise in Interdisciplinary Maths and Science
  • 2017

    Research Contracts

    The Invergowrie Foundation STEM Report – A Biennial STEM Education Positioning Paper
Jan van Driel

Latest Honours,
Awards and Fellowships

2021
MGSE Research Excellence Award 2020 Melbourne Graduate School of Education
2018
Field Leader Education in Australia’s Social Science Research Fields The Australian
2009
PhD Supervisor of the Year 2008 Netherlands Educational Research Association
1996
Higher Education Award 1995 Ministry of Education of the Netherlands

RECENT SCHOLARLY WORKS

  • 2026

    Journal article

    Identifying story types of PhD candidates lecturing in higher professional education: “ups and downs”, “turnaround”, “continuous growth”, and “scholarly recognition”
    DOI: 10.1108/SGPE-02-2023-0015
  • 2026

    Journal article

    Science teachers’ interactions with science centres: an exploratory study into professional development benefits and how they occur
    DOI: 10.1080/09500693.2025.2468747
  • 2026

    Journal article

    Using the Contextual Model of Learning to Examine Informal Teacher Professional Development Whilst Accompanying Science Centre Field Trips
    DOI: 10.1007/s11165-026-10341-w
  • 2026

    Journal article

    Can Content Representation (CoRe) Accurately Capture Key Components of Science Teachers’ PCK? A Methodological Perspective
    DOI: 10.1080/1046560X.2025.2516293
  • 2026

    Journal article

    Exploring the Roles of Content Knowledge and Pedagogical Content Knowledge in Teacher Noticing: An Expert–Novice Comparative Study
    DOI: 10.1002/sce.70073

RECENT PROJECTS

  • 2020

    Research Contracts

    Literature Review and Problem Identification for Birth to Year 10 Learning and Teaching of Science
  • 2022

    Research Contracts

    Stem Hub Project

  • Internal Research Grant

    Science Teachers’ Professional Competencies Related to Scientific Reasoning: Relationship With Pedagogical Content Knowledge and Beliefs