DUDOC als symbiose van onderwijsonderzoek en onderwijspraktijk

In the DUDOC programme, which started in 2007, nineteen secondary school teachers conducted PhD research projects, supporting the present context-oriented reform of mathematics and science in the higher grades of secondary schools. In this contribution, five articles by DUDOC teacher researchers from this issue are discussed. The articles concern coherence in and between mathematics and science subjects, the development of modelling and research skills in the curriculum and the role of teachers in implementing context-oriented teaching. The relevance of the research projects for the reform is significant, but investigations are still explorative. Further research is needed to elaborate themes and guide the reform of mathematics and science subjects. The DUDOC programme shows the opportunities teachers have to conduct research. Experiences are positive, but a culture of collaboration in research between schools and research institutions must still grow.