Book chapters, proceedings, reports, and edited books

Hovardas, T., ter Vrugte, J., Zacharia, Z.C., & de Jong, T. (2023). Simulations and games for learning. In R. Tierney, F. Rizvi, & K. Ercikan (Eds). International encyclopedia of education (pp. 681-688). Oxford (UK): Elsevier

de Jong, T. (2022). The guided inquiry learning principle in multimedia learning. In R. E. Mayer & L. Fiorella (Ed.), The Cambridge handbook of multimedia learning (Third ed.) (pp. 394- 402), Cambridge: Cambridge University Press.

Veldkamp, B., Schildkamp, K. Keijsers, M., Visscher, A. & de Jong, T. (2021). Big data analytics in education: big challenges and big opportunities. In: A. Wilmers & S. Jornitz (Eds). International perspectives on school settings, education policy and digital strategies. A transatlantic discourse in education research (pp. 266-282). Leverkusen (Germany): Barbara Budrich Publishers

Gomes, N. R., Sayegh, R., Coenders, F., Kibagendi, L., Kinyanju, I., Noutahi, A., Noutahi, M., Kimathi, D., Oleteju, O, Madu. N., Farah, J.C., Beheton, S., Rich, S. Tjnai, B., Gillet, D., Dikke, D. , de Jong, T., Doran, R., & Gavaud, C. (2020).  Testing and validation of the first implementation of the Go-Lab open access digital ecosystem for inquiry learning in Africa. In Motske, M., Chitiyo, M., Ogbonnaya, U..I., Dada, O.C. & Charles-Organ, G. (Eds.). Proceedings of the South African International Conference on Education, (p. 37-47). African Academic Research Forum.

de Jong, T., van Terwisga, H., Brands, S., Endedijk, M., Leemkuil, H., Eysink, T. & Kollöffel, B. (2020). Samen bouwen aan een digitale leeromgeving voor de energietransitie voor leren, werken en innoveren voor klimaat en energie. Utrecht (NL): Rijksdienst voor Ondernemend Nederland.

Azad, A.K.M., Auer, M., Edwards, A, & de Jong, T. (Eds.) (2018). Cyber-physical laboratories in engineering and science education. New York: Springer.

Hovardas, T., Pedaste, M., Zacharias, Z.C., & de Jong, T. (2018). Model-based inquiry in computer-based learning: The case of Go-Lab. In A.K.M. Azad, M. Auer, A. Edwards & T. de Jong (Eds.). Cyber-physical laboratories in engineering and science education (pp. 241-268). New York: Springer.

Zacharias, Z.C. & de Jong, T. (2018). Pedagogy of cyber-physical experimentation. In: A.K.M. Azad,, M. Auer, A. Edwards & T. de Jong (Eds.). Cyber-physical laboratories in engineering and science education (pp. 137-139). New York: Springer.

de Jong, T., Lazonder, A.W., Pedaste, M., Zacharia, Z.C. (2018). Simulations, games and modelling tools for learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman & P. Reimann (Eds.) International Handbook of the Learning Sciences, (pp. 256-267). Oxford: Routledge.

Siiman, L. A., Pedaste, M., Mäeots, M., Leijen, Ä., Rannikmäe, M., Zacharia, Z. C., & de Jong, T. (2017). Design and evaluation of a smart device science lesson to improve students’ inquiry skills. In H. Xie, E. Popescu, G. Hancke, & B. F. Manjón (Eds.), Advances in Web-Based Learning – ICWL 2017 (pp. 23-32). Springer International Publishing.

Gillet, D, Rodriguez-Triana, M.J., de Jong, T., Bollen, L., & Dikke, D. (2017). Cloud ecosystem for supporting inquiry learning with online labs. Personalization, and Exploitation. In Experiment@ International (No. EPFL-CONF-227477).

Pedaste, M., Leijen, A., Saks, K., de Jong, T., & Gillet, D. (2017). How to link pedagogy, technology and STEM learning? In: Hayashi, Y., et al. (Eds.). Workshop Proceedings of the 25th International Conference on Computers in Education (pp. 578-586). New Zealand: Asia-Pacific Society for Computers in Education .

ter Vrugte, J., & de Jong, T. (2016). Self-explanations in game-based learning: from tacit to transferable knowledge. In H. van Oostendorp and P. Wouters (Eds.), Techniques to Improve the effectiveness of serious games (141-159). Springer.

Wouters, P., van Oostendorp, H., ter Vrugte, J., vanderCruysse, S., de Jong, T., & Elen, J. (2016). The role of surprise in game-based learning for mathematics. In A. de Gloria and R. Veltkamp (Eds.), Games and learning alliance (pp. 401-411). Switzerland:  Springer.

de Jong, T. (2016). Instruction based on computer simulations and virtual labs. In R.E. Mayer & P.A. Alexander (Eds.). Handbook of research on learning and instruction (Volume II, pp. 1123-1167). Routledge Press.

Pedaste, M., Kori, K., Mäeots, M., & de Jong, T. (2016). Improvement of Inquiry in a Complex Technology-Enhanced Learning Environment. In M. Riopel, & Z. Smyrnaiou (Eds.). New developments in science and technology education (pp. 55-62). Springer International Publishing.

Vandercruysse, S., ter Vrugte, J., de Jong, T., Wouters, P., van Oostendorp, H., Verschaffel, L., van Dooren, W. (2015). Zeldenrust: a mathametical game-based learning environment for prevocational students. In J. Torbeyns, E. Lehtinen & J. Elen (Eds.). Describing and studying domain-specific serious games (pp. 63-83). Heidelberg Springer.

Wouters, P., van Oostendorp, H., ter Vrugte, J., Vandercruysse, S., de Jong, T.,  Elen, J. (2015). The role of curiosity-triggering events in game-based learning for mathematics. In J. Torbeyns, E. Lehtinen & J. Elen (Eds.). Describing and studying domain-specific serious games (pp. 191-209). Heidelberg Springer.

de Jong, T. (2015). Simulation-based learning. In J. Spector (Ed.), The SAGE encyclopedia of educational technology. (pp. 647-650). Thousand Oaks, CA: SAGE Publications, Inc

de Jong, T., & Anjewierden, A. (2015). Educational data mining. In J. Spector (Ed.), The SAGE encyclopedia of educational technology. (pp. 251-253). Thousand Oaks, CA: SAGE Publications, Inc.

de Jong, T., & Lazonder, A. W. (2014). The guided discovery principle in multimedia learning. In R. E. Mayer(Ed.), The Cambridge handbook of multimedia learning (second ed.), pp. 371-390. Cambridge: Cambridge University Press.

de Jong, T. (2014). Emerging representation technologies for problem solving. In M. Spector, D. Merrill, J. Elen & M.J. Bishop (Eds). Handbook of research on educational communications and technology (4^th edition, pp. 809-816). Springer Verlag.

de Jong, T. (2013). Learning by design. In F. Wild, P. Lefrere, & P. Scott (Eds.), Advances in technology enhanced learning (pp. 30-37). Milton Keynes (UK): The Open University.

Van Joolingen, W.R. & de Jong, T. (2013). Adaptive regulative support in inquiry learning. In V. Aleven & R. Azevedo (Eds.). International handbook of metacognition and learning technologies (Vol. 26, pp. 589-600). Springer Verlag.

ter Vrugte, J., & de Jong, T. (2012). How to adapt games for learning: The potential role of instructional support. In S. De Wannemacker, S. Vandercruysse, & G. Clarebout, (Eds.), Serious Games: The Challenge: Vol. CCIS 280  (pp. 1-5). Berlin, Germany: Springer-Verlag.

de Jong, T., Wilhelm, P., & Anjewierden, A.  (2012). Inquiry and assessment; future developments from a technological perspective. In M. Mayrath, D. Robinson, & J. Clarke-Midura (Eds.), Technology-based assessments for 21st century skills: Theoretical and practical implications from modern research (pp. 249-265). Charlotte NC: Information Age Publishing.

de Jong T., & van der Meij, J. (2012). Learning with multiple representations. In N. Seel (Ed.). Encyclopedia of the Sciences of Learning (Part 12, pp. 2026-2029) Berlin: Springer.

Wasson, B., Vold, V., & de Jong T. (2012). Assessing emerging learning objects: Eportfolios and peer assessment. In K. Littleton, E. Scanlon, & M. Sharples (Eds.). Orchestrating inquiry learning:  Contemporary perspectives on supporting scientific inquiry learning (pp. 175-192). London: Routlegde.

Leemkuil, H. & de Jong, T. (2011). Instructional support in games. In S. Tobias & D. Fletcher (Eds). Can computer games be used for instruction? (pp. 353-369) Charlotte, NC: Information Age Publishers

de Jong, T. (2010). Technology supports for acquiring inquiry skills. In P. Peterson, E. Baker & B. McGaw, (Eds.), International Encyclopaedia of Education, volume 8, (pp. 167-171). Oxford: Elsevier

de Jong, T. , Hendrikse, H. P., & van der Meij, H. (2010). Learning mathematics through inquiry; a large scale evaluation. In M. Jacobson & P. Reimann (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences (pp. 189-205). New York: Springer Verlag.

de Jong, T. (2010). Instruction based on computer simulations. In R.E. Mayer & P.A. Alexander (Eds.). Handbook of Research on Learning and Instruction (pp. 446-466). Routledge Press.

Kolloffel, B., Eysink, T.H.S., & de Jong, T. (2010). The role of external representations in learning combinatorics and probability theory. In L. Verschaffel, E. de Corte, T. de Jong & J. Elen (Eds.). Use of external representations in reasoning and problem solving (pp.169-191). Abingdon (Ox): Routledge Press.

de Jong, T., van Gog, T., Jenks, K., Manlove, S., van Hell, J. G., Jolles, J., van Merriënboer, J.J.G, van Leeuwen, T., & Boschloo, A. (2009). Explorations in learning and the brain: On the potential of cognitive neuroscience for educational science. Berlin: Springer Verlag.

Balacheff, N., Ludvigsen, S.R., de Jong, T., Barnes, S., & Lazonder, A.W. (Eds.) (2009). Technology-enhanced Learning, Principles and Products. Berlin: Springer Verlag.

Balachef, N., Ludvigsen, S., De Jong, T., Lazonder, A., & Barnes, S. (2009). Technology-enhanced learning: A kaleidoscopic view. In N. Balachef, S. Ludvigsen, T. de Jong, A. Lazonder & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. v-xvi). Berlin: Springer.

van Borkulo, S. P., van Joolingen, W.R., Savelsbergh, E.R., & de Jong, T. (2009). A framework for the assessment of learning by modeling. In P. Blumschein, W. Hung, D. Jonassen & J. Ströbel (Eds.), Model-based approaches to learning. Using systems models and simulations to improve understanding and problem solving in complex domains (pp. 179-199). Rotterdam, the Netherlands: Sense Publishers.

Swaak, J., & de Jong, T. (2007). Order or no order:  System vs. learner control in sequencing simulation-based scientific discovery learning. In F. E. Ritter, J. Nerb, T. M.O'Shea, & E. Lehtinen (Eds.), In order to learn: How the sequence of topics influences learning (pp. 181-194). New York, NY: Oxford University Press.

de Jong, T. & van Joolingen, W.R. (2007). Model-facilitated learning. In J.M. Spector, M.D. Merrill, J.J.G. van Merriënboer, & M.P. Driscoll (Eds), Handbook of research on educational communication and technology (3rd ed.) (pp. 457 – 468). Lawrence Erlbaum.

de Jong, T., & Pieters, J. M. (2006). The design of powerful learning environments. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed.) (pp. 739-755). Mahwah (NJ):Lawrence Erlbaum Associates.

de Jong, T. (2006). Scaffolds for scientific discovery learning. In J. Elen & D. Clark (Eds.), Handling complexity in learning environments: research and theory (pp. 107-128). London: Elsevier Science Publishers

de Jong, T. (2005). Problem solving methodologies. In K. Kempf-Leonard (Ed.). Encyclopedia of Social Measurement (pp. 171-177). San Diego (CA): Academic Press.

de Jong, T., Beishuizen, J., Hulshof, C., Prins, F., van Rijn, H., van Someren, M., Veenman, M., Wilhelm, P. (2005). Determinants of discovery learning. In P. Gärdenfors & P. Johansson (Eds.), Cognition, Education, and Communication Technology (pp. 257-283). Mahwah (NJ): Lawrence Erlbaum Associates

de Jong, T., van Joolingen, W.R., Veermans, K., & van der Meij, J. (2005). Authoring discovery learning environments; in search for reusable components. In M. Spector, C Ohrazda, A. van Schaack & D. Wiley (Eds.), Innovations in instructional technology: Essays in honor of M. David Merrill (pp. 11-29). New Jersey: Lawrence Erlbaum.

de Jong, T. (2005). Engagement in learning: Designing learning environments that are really used. In L.Verschaffel, E. De Corte, G. Kanselaar, & M. Valcke (Eds.) Designing powerful learning environments to promote deep conceptual and strategic learning in major curricular domains (pp. 45-61). Leuven:  Leuven University Press (Studia Paedagogica).

de Jong, T. (2005). The guided discovery principle in multimedia learning. In R. E. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (215-229). Cambridge (UK): Cambridge University Press.

Eysink, T., de Jong, T., Hulshof, C., & de Jong, M. (2005). ZAP: Interactief ervaren en ontdekken in het psychologieonderwijs. In M. Mirande, J. T. van der Veen & M. C. van de Wende (Eds.), Van trend naar transformatie: ICT-innovaties in het Hoger Onderwijs (pp. 201-216). Groningen: Wolters Noordhoff.

Joolingen, W.R., van & de Jong, T. (2004). Simulaties. In P.Kirschner (Ed.). ICT in het Onderwijs: The next generation (pp. 19-43). Alphen aan de Rijn: Samson.

Leemkuil, H., & de Jong, T. (2004). Games. In P.Kirschner (Ed.). ICT in het Onderwijs: The next generation (pp. 43-64). Alphen aan de Rijn: Samson.

Csapo, B., Dossey, J., Harlen, W., de Jong, T., Kirsch, I., Klieme, E., de Lange, J., & Vosniadou, S. (2003). PISA 200. Framework for the assessment of problem solving skills. Paris, France:  OECD/PISA.

Van Joolingen, W.R., & de Jong, T. (2003). SimQuest: Authoring educational simulations. In T. Murray, S. Blessing & S.Ainsworth (Eds.), Authoring tools for advanced technology educational software: Toward cost-effective production of adaptive, interactive, and intelligent educational software (pp 1-31). Dordrecht: Kluwer Academic Publishers.

de Jong, T., Kanselaar, G., & Lowyck, J. (2003). ICT in het onderwijs. In N. Verloop & J. Lowyck (Eds.). Onderwijskunde.  Een kennisbasis voor professionals (pp. 331-374). Groningen: Wolters-Noordhoff

Pieters, J.M., Limbach, R. & de Jong, T. (2003). Informational support in designing powerful learning environments. In L. Verschaffel, E. De Corte, N. Entwistle, &  J. Van Merriënboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 127-142). Oxford: Elsevier Science.

de Jong, T. (2003). Over ingewikkelde dingen en laatjes. In P.Koele & J. Hoogstraten (Eds.), De vele laatjes van Don Mellenbergh (Liber Amicorum) (pp. 60-64). Amsterdam: UvA.

de Jong, T. (2003). Changing views on knowledge and knowledge acquisition and the role of technology. In J. Searle, I. Yashin-Shaw & D. Roebuck (Eds.), Enriching Learning Cultures  (pp. 147-159). Brisbane: Australian Academic Press.

de Jong, T. (2003). Learning complex domains and complex tasks, the promise of simulation based training. In J.-P. Pernin, J.-P. David, F. Michau & J.-P. Peyrin (Eds.). Computer Aided Learning in Engineering Education. Grenoble: INP.

de Jong, T. (2002). Knowledge construction and sharing with media based applications. In G. Bachmann, O. Haefeli, M. & M. Kindt (Eds), Campus 2002: Die Virtuelle Hochschule in der Konsolidierungsphase (pp. 431- 443). Münster: Waxmann.

de Jong, T. (2001). Cognitive psychology of explanation-based learning, In N. Smelser & P. Baltes (Eds.), International Encyclopedia of the Social and Behavioral Sciences, Volume 8 (pp. 5159-5162). Oxford (UK): Elsevier.

Kanselaar, G., de Jong, T., Andriessen, J., & Goodyear, P. (2000). New technologies. In P.R.J. Simons, J. van der Linden & T. Duffy (Eds.), New learning (pp. 55-83). Dordrecht: Kluwer Academic Publishers.

de Jong, T., & van Joolingen, W.R. (2000).  Cognitieve psychologie en communicatiekundig ontwerpen (cognitive psychology and design in communication science). In P.J. Schellens, R. Klaassen & S. de Vries (Eds.) Communicatiekundig ontwerpen (pp. 163-180). Assen: Van Gorcum.

de Jong, T., Limbach, R., Gellevij, M., Kuyper, M., Pieters, J., & van Joolingen, W.R. (1999). Cognitive tools to support the instructional design of simulation-based discovery learning environments: The SimQuest authoring system. In J. van den Akker, R.M. Branch, K. Gustafson N. Nieveen & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 215-225). Dordrecht: Kluwer Academic Publishers.

Limbach, R., de Jong, T., Pieters, J., & Rowland, G. (1999). Supporting instructional design with an information system. In J. van den Akker, R.M. Branch, K. Gustafson N. Nieveen & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 113-125). Dordrecht: Kluwer Academic Publishers.

de Jong, T., & van Joolingen, W.R. (1998). El entorno SMISLE: diseño y aprendizaje con enternons integrados de simulación. In C. Vizcarro & J. León (Eds.), Nuevas tecnologías para aprendizaje (pp. 53-64). Madrid: Ediciones Pirámidee.

de Jong, T., & Ferguson-Hessler, M.G.M. (1998). Leren probleemoplossen (Learning how to solve problems). In L. Verschaffel & J. Vermunt (Eds.), Het leren van leerlingen (pp. 65-81). Onderwijskundig Lexicon. Alphen a.d. Rijn: Samson/Tjeenk Willink.

Van Someren, M., Reimann, P., Boshuizen, H., & de Jong, T (Eds.) (1998). Learning with multiple representations. Elsevier Science

de Jong, T., Ainsworth, S., Dobson, M., van der Hulst, A., Levonen,. J., Reimann, P., Sime, J-A., van Someren, M., Spada, H., & Swaak, J. (1998). Acquiring knowledge in science and mathematics: the use of multiple representations in technology based learning environments. In M. van Someren, P. Reimann, H. Boshuizen & T. de Jong (Eds.), Learning with multiple representations (pp. 9-41). Oxford: Elsevier Science.

Savelsbergh, E., de Jong, T., & Ferguson-Hessler, M.G.M. (1998). Competence related differences in problem representations. A study in physics problem solving. In M. van Someren, P. Reimann, H. Boshuizen &  T. de Jong (Eds.), Learning with multiple representations (pp.263-283). Oxford: Elsevier Science.

Van Joolingen, W.R., King, S., & de Jong, T. (1997). The SimQuest authoring system for simulation-base discovery environments. In B. du Boulay & R. Mizoguchi (Eds.), Knowledge and media in learning systems (pp. 79-87). Amsterdam: IOS.

de Jong, T., Härtel, H., Swaak. J., & van Joolingen, W. (1996). Support for simulation-based learning; the effects of assignments in learning about transmission lines. In A. Díaz de Ilarazza Sánchez & I. Fernández de Castro (Eds.), Computer aided learning and instruction in science and engineering (pp. 9-27). Berlin: Springer Verlag.

Van Joolingen, W.R., & de Jong, T. (1996). Supporting the authoring process for simulation-based discovery learning. In P. Brna, A. Paiva & J. Self (Eds.), Proceedings of the European conference on Artificial Intelligence and Education (pp. 66-73).  Lisbon, Portugal: Edições Colibri.

Swaak, J., & de Jong, T. (1996). The assessment of intuitive knowledge acquired in simulation-based discovery environments. In P. Brna, A. Paiva & J. Self (Eds.), Proceedings of the European conference on Artificial Intelligence and Education (pp. 31-38). Lisbon, Portugal: Edições Colibri.

van Berkum, J.J.A., Hijne, H., de Jong, T., van Joolingen, W., & Njoo, M. (1995). Characterising the application of computer simulations in education: instructional criteria. In A. Ram & D. Leake (Eds.) Goal-Driven Learning (pp. 381-391). The MIT press.

de Jong, T., & van Joolingen, W.R. (1995). The SMISLE environment: Learning with and design of integrated simulation learning environments. In P. Held & W.F. Kugemann (Eds.) Telematics for education and training (pp. 173-187). Amsterdam: IOS Press.

de Jong, T.,  van Joolingen, W., Scott, D., de Hoog, R. , Lapied, L., & Valent, R. (1994). SMISLE: System for Multimedia Integrated Simulation Learning Environments. In: T. de Jong & L. Sarti (Eds.) Design and production of multimedia and simulation based learning material  (pp. 133-167). Dordrecht: Kluwer Academic Publishers.

de Jong T., & Sarti, L. (Eds.) (1994). Design and production of multimedia and simulation based learning material. Dordrecht: Kluwer Academic Publishers.

de Jong, T. de, & Sarti, L. (1994). Introduction: Trends in the design and production of computer based learning material. In T. de Jong & L. Sarti (Eds.) Design and production of multimedia and simulation based learning material (pp. IX-XVI). Dordrecht: Kluwer Academic Publishers.

de Jong, T., & van Joolingen, W..R.  (1994). Instructional use of simulations: a learner’s and author’s perspective. In P. Brusilovsly, S. Dikareva, J. Greer, V. Petrushin (Eds.) Proceedings of the East-West conference on computer technologies in education. Simferopol, Ukraine, September 1994, pp. 119-124.

Ferguson-Hessler, M.G.M., & de Jong, T. (1993). Het leren van exacte vakken (learning in science). In: W. Tomic & P. Span (Eds.), Onderwijspsychologie. Beïnvloeding, verloop en resultaten van leerprocessen (pp. 331-353). Utrecht: Lemma.

Towne, D., de Jong, T., & Spada, H. (Eds.) (1993). Simulation-based Experiential Learning. Berlin: Springer.

Njoo, M. & de Jong, T. (1993). Supporting exploratory learning by offering structured overviews of hypotheses. In D. Towne, T. de Jong & H. Spada (Eds.). Simulation-based Experiential Learning (pp. 207-225). Berlin: Springer.

van Joolingen, W.R., & de Jong, T. (1993). Exploring a domain through a computer simulation: traversing variable and relation space with the help of a hypothesis scratch­pad. In D. Towne, T. de Jong, & H. Spada (Eds.) Simulation-based Experiential Learning (pp. 191-206). Berlin: Springer.

de Jong, T., Tait, K., & van Joolingen, W.R. (1992). Authoring for intelligent simulation based instruction: a model based approach. In S.A. Cerri & J. Whiting (Eds.) Learning Technology in the European Communities (pp. 619-637). Dordrecht: Kluwer Academic Publishers.

de Jong, T., & Njoo, M. (1992). Learning and instruction with computer simulations: learning processes involved. In E. de Corte, M. Linn, H. Mandl, & L. Verschaffel (Eds.) Computer-based learning environments and problem solving (NATO ASI series F: Computer and Systems Series) (pp. 411-429). Berlin: Springer.

de Jong, T. (1992). Computer simulations in an instructional context: interface aspects. In F.L. Engel, D.G. Bouwhuis, T. Bösser & G. d'Ydewalle (Eds.), Cognitive modelling and interactive environments in language learning (pp. 239-247). Berlin: Springer Verlag.

Njoo, M., & de Jong, T. (1991). Learning processes of students working with a computer simulation in mechanical engineering. In M. Carretero, M. Pope, R. Simons, & J.I. Pozo (Eds.) Learning and Instruction: European research in an international context: Volume III (pp. 483-499). Oxford: Pergamon press.

de Jong, T., van Andel, J., Mirande, M., & Leiblum, M. (1991). Coursewaregids voor het Nederlands Hoger Onderwijs (Courseware guide for Dutch higher education). Utrecht: SUNCOO (VSNU).

van der Hulst A., & de Jong, T. (1991). Een reconstructie van instructie: ontwikkeling van prototypische modellen van onderwijsacties (A reconstruction of instruction: development of prototypical models of instructional acts). In J.J. Beishuizen (Ed.) Technologie (pp. 17-27). Amsterdam: SCO.

de Jong, T., & Ferguson-Hessler, M.G.M. (1989). The role of exercises in knowledge ac­quisition in a physics domain. In P. Span, E. De Corte & B. van Hout-Wolters, (Eds.). Onderwijsleerprocessen: Strategieën bij het verwerken van informatie (pp. 57-67). Lisse: Swets & Zeitlinger.

de Jong, T., Pilot, A., & van Andel, J. (1988). Computer ondersteund onderwijs in het Nederlands Hoger Onderwijs (Computer supported instruction in Dutch higher education)

de Jong, T., & Ferguson-Hessler, M.G.M. (1987). Student note-taking behavior when prep­aring for an examination in science. In P.R.J. Simons & G. Beukhof (Eds.), Regulation of learning (pp. 107-119). The Hague: SVO-Selecta.

Ferguson-Hessler, M.G.M., & de Jong, T. (1986). On the role of knowledge structures in the field of electricity and magnetism. In: A. Art. H. Eisendrath, & F. Greandjean (Eds.) Proceedings of the International Symposium on Physics Teaching (pp. 183-186). Brussels, november 11-13, 1985.

de Jong. T., & Ferguson-Hessler, M.G.M. (1985). De cognitieve structuur van wel en niet succesvolle beginnende probleemoplossers in de natuurkunde (the cognitive structure of successful and unsuccessful problem solvers in physics). In P.R.J. Simons & G.C.L. Lodewijks (Eds.), Zelfstandig leren (pp. 183‑193). Lisse: Swets en Zeitlinger.

Ferguson-Hessler, M.G.M., & de Jong, T. (1983). On success and failure in the solving of problems in electricity and magnetism. In: Research on physics education (pp. 271‑279). Paris: Centre National de la Recherche Scientifique.

de Jong, T., & Ferguson-Hessler, M.G.M. (1983). Het effect van een instructie van een strategie voor het oplossen van natuurkundige problemen door eerstejaarsstudenten (The effect of strategy instruction on the solving of physics problems by first year university students). In J.J. Beishuizen, C. Hamaker, B. van Hout‑Wolters & K.B. Koster (Eds.), Onder­wijsleerprocessen: tekstverwerking, probleemoplossen en leermoeilijkheden (pp. 93‑103). Lisse: Swets en Zeitlinger.