Research Institute Child Development and Education

Fotograaf: onbekend

mw. prof. dr. C.A.M. (Carla) van Boxtel

Vakdidactiek, in het bijzonder geschiedenisonderwijs
  • Faculteit der Geesteswetenschappen
    Faculteit der Maatschappij- en Gedragswetenschappen
  • Bezoekadres
    REC-D
    Nieuwe Achtergracht 127  
  • Postadres:
    Postbus  15780
    1001 NG  Amsterdam
  • C.A.M.vanBoxtel@uva.nl
    T: 0205251597

Professional activities

I'm working as professor of History Education (Vakdidactiek, in het bijzonder van geschiedenisonderwijs) at the Research Institute of Child Development and Education and the Amsterdam School of Historical Studies of the University of Amsterdam. I give lead to the Dutch Centre for Social Studies Education (Landelijk Expertisecentrum Mens- en Maatschappijvakken).

My research focuses on the learning and teaching of history. I published on historical reasoning, the learning of historical concepts, heritage education and the potential of collaborative learning in small groups and whole-class discussions.

I was co-editor of a much used history textbook series for secondary education (MeMo, geschiedenis voor de onderbouw).

More information about the conceptualization of Historical Reasoning that I developed with my colleague Jannet van Drie, can be found at the Historical Reasoning page.

Recent publication: Sensitive Pasts. Questioning Heritage in Education. Editors: Carla van Boxtel, Maria Grever & Stephan Klein

Enhancing the development of motivation, self-regulation and achievement for potentially excellent students through an integrated enriched learning arrangement in mathematics and history education (NWO project)

Carla van Boxtel, Thea Peetsma, Jaap Schuitema & Sonia Abrantes-Garces Palha

High achiements in school are the result of both high abilities and students' motivation and self-regulated learning. Excellence must be supported by a learning environment which challenges and motivates students. Characteristics of the learning environment that have been found to enhance student motivation and self-regulated learning of students include support for student autonomy, structure and collaborative learning tasks. This study investigates how the learning environment can support potentially excellent students in upper high school (vwo5). Two enriched learning arrangements will be developed for mathematics and history education. One condition includes more open tasks and the second more structured tasks. In addition, we investigate the influence of the groups’ constitution (homogenous or heterogeneous on cognitive ability) on students’ outcomes. In a longitudinal study the effects of the learning arrangements on the development of potentially excellent students’ motivation, self-regulated learning and achievements will be investigated.

 

Historical contextualization: underlying knowledge and strategies

Carla van Boxtel & Jannet van Drie

Historical contextualization, creating a spatial and temporal context for an historical phenomenon or action of people in the past to render it more intelligible, is a component of historical reasoning. In many countries the ability to contextualize historically is considered an important aim in history education. We investigate the question which types of historical knowledge and strategies afford historical contextualization.

See publications: Van Boxtel & Van Drie (2013);

Improving students’ writing in history

Jannet van Drie, Martine Braaksma, Carla van Boxtel

Developing students’ abilities in historical reasoning is an important goal in history education. Historical reasoning can be displayed in interaction between students and between students and the teacher and in writing. In this project we combine our expertise in historical reasoning and in writing, in order to gain more insight in effective ways to improve students’ historical reasoning in writing.

Taking a ‘writing to learn’- approach, writing can be considered an important means to engage students in historical reasoning. Since writing in history puts high demands on students, more insight is needed in how to support students while writing. We investigate the effects of different kinds of instruction to improve students’ writing in history. In a first experimental study we compared the effects of two types of instructions on students’ writing in history: a more general writing instruction and a discipline-based writing instruction.

See publications: Van Drie et al. (2014)

Teaching towards Expertise in History; developing students’ historical causal reasoning ability

Gerhard Stoel (UvA) Supervisors: Jannet van Drie & Carla van Boxtel

This Phd study aims to define and test an instructional strategy that fosters the development of secondary school student’s historical causal reasoning ability.

 Professionalization of museum docents in arts and history museums

Mark Schep (UvA) Supervisors: Carla van Boxtel & Julia Noordegraaf
This project is supported by Rijksmuseum Amsterdam, Van Gogh Museum Amsterdam, Stedelijk Museum Amsterdam, SNS REAAL Fonds and Mondriaan Fonds.

This Phd study focuses on educational tours in arts and history museums. What kind of learning outcomes are specific for these museums? How can we measure and develop the competencies of museum docents?

Improving the understanding of historical time of students aged 6 to 12

Marjan de Groot-Reuvekamp  (Fontys pabo 's-Hertogenbosch ) Supervisors Anje Ros & Carla van Boxtel
The main question of this PhD study is how to develop primary school students' understanding of historical time.

See publications: De Groot-Reuvekamp et al. (2014).

"Just imagine..." Empathy tasks in secondary history education

Tessa de Leur (Amsterdam University of Applied Sciences), Supervisors:  Arie Wilschut (Amsterdam University of Applied Sciences), Carla van Boxtel
This Phd project aims to explore the current use and future possibilities of empathy tasks in secondary history education. Research questions are about cognitive and affective learning strategies, students' perceptions of empathy tasks and the construction of meaningful tasks.

 Assessment of students' causal reasoning in history

Uddhava Rozendal (UvA) Supervisor: Carla van Boxtel
This Phd research aims to develop instruments that history teachers can use to assess the development of students' causal reasoning ability. It also investigates the effects of formative assessment on students' historical causal reasoning.

Doing history in the classroom: upper secondary school teachers' practices, orientations and professionalization

Susanna Margret Gestsdottir (UvA) Supervisors: Carla van Boxtel & Jannet van Drie
The subject of this Phd research is professionalization of history teachers. The main research question is how teachers in upper secondary education can transform their teaching practice towards teaching historical thinking and reasoning. An observation instrument is developed and used in a professionalization program based upon the lesson-study approach.

 

The quality and effectiveness of history teachers’ instructions in classrooms

Tim Huijgen (H.N. Werkman College / RUG) Supervisors Paul Holthuis (RUG), Carla van Boxtel (UvA) and Wim van de Grift (RUG)
 This PhD study focuses on the question of how history teachers can improve students' ability to contextualize historical phenomena and acts of people in the past.

See publications: Huijgen et al. (2014, open access).

 

Background

Based on our research on students' reasoning during historical inquiry tasks and literature on historical thinking and reasoning, we developed a framework to conceptualize and analyze historical reasoning in the classroom. This framework was presented in Jannet van Drie and Carla van Boxtel (2008). Historical reasoning: towards a framework for analyzing students’ reasoning about the past. Educational Psychology Review, 20(2), 87-110. Based on our recent research on students' historical reasoning ,we extended this framework (see Figure below).


Types and components of historical reasoning

Historical reasoning is an activity in which a student attempts to reach justifiable conclusions about processes of continuity and change, causes and effects, and/or differences and similarities between historical phenomena or periods. A historical reasoning is constructed by asking historical questions, constructing temporal and causal relationships utilizing substantive and metahistorical concepts and historical contextualization, and supporting assertions with arguments based upon critical analysis and evaluation of available historical interpretations and primary sources.

Resources to construct a historical reasoning

Students use several resources when they engage in historical reasoning. First, there are mental resources such as content knowledge (knowledge of historical facts, concepts and chronology), understanding of metahistorical concepts (such as causation, change, historical evidence), epistemological beliefs (about the nature of history and the construction of historical knowledge) and historical interest.
Second, students' reasoning is shaped by historical representations that are present in the public sphere (e.g. the media, museums,and commemorations).and the social groups students participate in. 

Types and components of historical reasoning and individual and sociocultural resources for historical reasoning. (To appear in Van Boxtel, C., & Van Drie, J. (expected in 2018). Historical reasoning: definitions and educational applications. In S.A. Metzger & L. McArthur Harris (Eds.). International Handbook of History Teaching and Learning. Wiley & Blackwell

2017

  • Schep, M., van Boxtel, C. A. M., & Noordegraaf, J. J. (2017). Competent museum guides: defining competencies for use in art and history museums. Museum Management and Curatorship, [doi:10.1080/09647775.2017.1387590]. DOI: 10.1080/09647775.2017.1387590 
  • Stoel, G. L., van Drie, J. P., & van Boxtel, C. A. M. (2017). The effects of explicit teaching of strategies, second-order concepts, and epistemological underpinnings on students’ ability to reason causally in history. Journal of Educational Psychology, 109(3), 321-337. DOI: 10.1037/edu0000143  [details] 
  • Stoel, G., Logtenberg, A., Wansink, B., Huijgen, T., van Boxtel, C., & van Drie, J. (2017). Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs. International Journal of Educational Research, 83, 120-134. DOI: 10.1016/j.ijer.2017.03.003 
  • de Groot-Reuvekamp, M., Ros, A., van Boxtel, C., & Oort, F. (2017). Primary school pupils’ performances in understanding historical time. Education 3-13, 45(2), 227-242. DOI: 10.1080/03004279.2015.1075053  [details] 
  • Huijgen, T., van Boxtel, C., van de Grift, W., & Holthuis, P. (2017). Toward historical perspective taking: Students' reasoning when contextualizing the actions of people in the past. Theory and Research in Social Education, 45(1), 110-144. DOI: 10.1080/00933104.2016.1208597  [details] 

2016

  • Huijgen, T., van de Grift, W., van Boxtel, C., & Holthuis, P. (2016). Teaching historical contextualization: The construction of a reliable observation instrument. European Journal of Psychology of Education, 32(2), 159-181. DOI: 10.1007/s10212-016-0295-8  [details] 
  • Groenendijk, T., Damen, M. L. C., Haanstra, F., & van Boxtel, C. A. M. (2016). Beoordelingsinstrumenten in de kunstvakken – een review. Pedagogische Studiën, 93, 62-82.
  • van Boxtel, C. A. M., & van Drie, J. P. (2016). Redesigning history education to improve pupils’ understanding: implications for theory and research. In C. Counsell, K. Burn, & A. Chapman (Eds.), MasterClass in History Education. : Transforming Teaching and Learning. (1 ed., pp. 201-208). London: Bloomsbury.
  • van Boxtel, C., Grever, M., & Klein, S. (2016). Introduction: The appeal of heritage in education. In C. van Boxtel, M. Grever, & S. Klein (Eds.), Sensitive pasts : Questioning heritage in education (pp. 1-18). (Making sense of history; Vol. 27). New York: Berghahn Books.
  • Havekes, H., van Boxtel, C. A. M., Coppen, P. A., & Luttenberg, J. (2016). Stimulating historical thinking in a collaborative learning task: an analysis of student talk and written answers. International Journal of Historical Learning, Teaching and Research, 31(2), 106-126.

2015

  • Abrantes Garcêz Palha, S., Schuitema, J. A., van Boxtel, C. A. M., & Peetsma, T. T. D. (2015). The effect of high versus low guidance structured tasks on mathematicall creativity. In krainer. In Proceedings of CERME9
  • Haanstra, F., Damen, M-L., Groenendijk, T., & van Boxtel, C. (2015). A review of assessment instruments in arts education. In S. Schonmann (Ed.), The wisdom of the many: Key issues in arts education. (pp. 413-418). (International Yearbook for Research in Arts Education; No. 3). New York: Waxman. [details] 
  • Stoel, G. L., van Drie, J. P., & van Boxtel, C. A. M. (2015). Teaching towards historical expertise: developing a pedagogy for fostering causal reasoning in history. Journal of Curriculum Studies, 47(1), 49-76. DOI: 10.1080/00220272.2014.968212  [details] 
  • de Leur, T. L., van Boxtel, C. A. M., & Wilschut, A. H. J. (2015). "Just Imagine...". Sudents' perspectives on empathy tasks in secondary history education. International Journal of Historical Teaching, Learning and Research.
  • van Boxtel, C., Grever, M., & Klein, S. (2015). Heritage as a resource for enhancing and assessing historical thinking: reflections from the Netherlands. In K. Ercikan, & P. Seixas (Eds.), New directions in assessing historical thinking. (pp. 40-50). New York: Routledge. [details] 
  • van Drie, J., Braaksma, M., & van Boxtel, C. (2015). Writing in History: Effects of writing instruction on historical reasoning and text quality. Journal of Writing Research, 7(1), 123-156. DOI: 10.17239/jowr-2015.07.01.06  [details] 

2014

  • Savenije, G. M., van Boxtel, C., & Grever, M. (2014). Learning about sensitive history: 'heritage' of slavery as a resource. Theory and Research in Social Education, 42(4), 516-547. DOI: 10.1080/00933104.2014.966877  [details] 
  • Savenije, G., van Boxtel, C., & Grever, M. (2014). Sensitive 'heritage' of slavery in a multicultural classroom: pupils’ ideas regarding significance. British Journal of Educational Studies, 62(2), 127-148. DOI: 10.1080/00071005.2014.910292  [details] 
  • de Groot-Reuvekamp, M. J., van Boxtel, C., Ros, A., & Harnett, P. (2014). The understanding of historical time in the primary history curriculum in England and the Netherlands. Journal of Curriculum Studies, 46(4), 487-514. DOI: 10.1080/00220272.2013.869837  [details] 
  • van Boxtel, C. (2014). Insights from Dutch research on history education: historical reasoning and a chronological frame of reference. In M. Köster, H. Thünemann, & M. Zülsdorf-Kersting (Eds.), Researching history education: international perspectives and disciplinary traditions. (pp. 236-262). (Geschichtsunterricht erforschen). Schwalbach: Wochenschau Verlag. [details] 
  • van Drie, J., van Boxtel, C., & Braaksma, M. (2014). Writing to engage students in historical reasoning. In P. D. Klein, P. Boscolo, L. Kirkpatrick, & C. Gelati (Eds.), Writing as a learning activity (pp. 94-119). (Studies in writing; No. 28). Leiden: Brill. DOI: 10.1163/9789004265011_006  [details] 
  • Huijgen, T., van Boxtel, C., van de Grift, W., & Holthuis, P. (2014). Testing elementary and secondary school students' ability to perform historical perspective taking: the constructing of valid and reliable measure instruments. European Journal of Psychology of Education, 29(4), 653-672. DOI: 10.1007/s10212-014-0219-4  [details] 

2013

  • Molenaar, I., van Boxtel, C., & Sleegers, P. (2013). Dynamic computerized scaffolding of metacognitive activities in small groups. In R. Azevedo, & V. Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 561-574). (Springer international handbooks of education; No. 28). New York: Springer. DOI: 10.1007/978-1-4419-5546-3_36  [details] 
  • van Boxtel, C., & van Drie, J. (2013). Historical reasoning in the classroom: What does it look like and how can we enhance it? Teaching History, 2013(150), 44-52. [details] 

2012

  • Kneppers, L., van Boxtel, C., & van Hout-Wolters, B. (2012). The road to transfer: concept and context approaches to the subject of economics in secondary school. International Review of Economics Education, 11(1), 36-56. [details] 
  • Logtenberg, A., & van Boxtel, C. A. M. (2012). Stimulating student questioning and interest: The effects of a narrative, problematizing and expository introductory text about the Industrial Revolution. In A. McCully, C. van Boxtel, & G. Mills (Eds.), The professional teaching of history: UK and Dutch perspectives. (pp. 45-60). Coleraine: History Teacher Education Network.
  • van Boxtel, C. A. M. (2012). Dutch research on history education: key issues, methods and outcomes. In A. McCully, C. van Boxtel, & G. Mills (Eds.), The professional teaching of history: UK and Dutch perspectives. (pp. 16-31). Coleraine: History Teacher Education Network.
  • van Boxtel, C., & van Drie, J. (2012). "That's in the time of the Romans!" Knowledge and strategies students use to contextualize historical images and documents. Cognition and Instruction, 30(2), 113-145. DOI: 10.1080/07370008.2012.661813  [details] 
  • Grever, M., de Bruijn, P., & van Boxtel, C. (2012). Negotiating historical distance: or, how to deal with the past as a foreign country in heritage education. Paedagogica Historica, 48(6), 873-887. DOI: 10.1080/00309230.2012.709527  [details] 
  • Havekes, H., Coppen, P. A., Luttenberg, J., & van Boxtel, C. (2012). Knowing and doing history: a conceptual framework and pedagogy for teaching historical contextualisation. International Journal of Historical Learning, Teaching and Research, 11(1), 72-93. [details] 

2011

  • Logtenberg, A., van Boxtel, C., & van Hout-Wolters, B. (2011). Stimulating situational interest and student questioning through three types of historical introductory texts. European Journal of Psychology of Education, 26(2), 179-198. DOI: 10.1007/s10212-010-0041-6  [details] 
  • Molenaar, I., Chiu, M. M., Sleegers, P., & van Boxtel, C. A. M. (2011). Scaffolding of small groups’ metacognitive activities with an avatar. International journal of computer-supported collaborative learning, 6(4), 601-624. DOI: 10.1007/s11412-011-9130-z  [details] 
  • Molenaar, I., Roda, C., van Boxtel, C., & Sleegers, P. (2011). Dynamic scaffolding of socially regulated learning in a computer-based learning environment. Computers and Education, 59(2), 515-523. DOI: 10.1016/j.compedu.2011.12.006  [details] 
  • Molenaar, I., van Boxtel, C. A. M., & Sleegers, P. J. C. (2011). Metacognitive scaffolding in an innovative learning arrangement. Instructional Science, 39(6), 785-803. DOI: 10.1007/s11251-010-9154-1  [details] 
  • Molenaar, I., van Boxtel, C. A. M., & Sleegers, P. (2011). The effect of dynamic computerized scaffolding on collaborative discourse. Lecture Notes in Computer Science, 6964, 461-466. DOI: 10.1007/978-3-642-23985-4  [details] 
  • Molenaar, I., van Boxtel, C., Sleegers, P., & Roda, C. (2011). Attention management for self-regulated learning: AtGentSchool. In C. Roda (Ed.), Human attention in digital environments (pp. 259-280). Cambridge: Cambridge University Press. DOI: 10.1017/CBO9780511974519.011  [details] 
  • Schuitema, J. A., van Boxtel, C. A. M., Veugelers, W. M. M. H., & ten Dam, G. T. M. (2011). The quality of student dialogue in citizenship education. European Journal of Psychology of Education, 26(1), 85-107. DOI: 10.1007/s10212-010-0038-1 
  • van Boxtel, C. (2011). Heritage as a resource for learning. Opportunities and challenges. In C. van Boxtel, S. Klein, & E. Snoep (Eds.), Heritage Education. Challenges in dealing with the past (pp. 40-42). Amsterdam: Erfgoed Nederland. [details] 
  • van Boxtel, C., & Grever, M. (2011). Between disenchantment and high expectations: history education in the Netherlands (1968-2008). In E. Erdmann, & W. Hasberg (Eds.), Facing, mapping, bridging diversity: foundation of a European discourse on history education. Part 1. (pp. 83-116). (History education international; No. 1). Schwalbach: Wochenschau Wissenschaft. [details] 
  • van Boxtel, C., Claessens, L., van Drie, J., Pennings, H., Veldkamp, B., & van der Want, A. (2011). Conferentieverslag: AERA 2011: jaarlijkse bijeenkomst van de American Educational Research Association, 8 april-12 april, New Orleans, LA, Verenigde Staten. Pedagogische Studiën, 88(4), 298-304. [details] 
  • van Drie, J., & van Boxtel, C. (2011). In essence I'm only reflecting: teaching strategies for fostering historical reasoning in whole-class discussion. International Journal of Historical Learning, Teaching and Research, 10(1), 55-66. [details] 
  • Grever, M., & van Boxtel, C. (2011). Introduction. Reflections on heritage as an educational resource. In C. van Boxtel, S. Klein, & E. Snoep (Eds.), Heritage Education. Challenges in dealing with the past (pp. 9-13). Amsterdam: Erfgoed Nederland. [details] 
  • Klein, S., Grever, M., & van Boxtel, C. (2011). ‘Zie, denk, voel, vraag, spreek, hoor en verwonder’: afstand en nabijheid bij geschiedenisonderwijs en erfgoededucatie in Nederland. Tijdschrift voor Geschiedenis, 124(3), 380-395, 397. [details] 

2010

  • Molenaar, I., van Boxtel, C. A. M., & Sleegers, P. J. C. (2010). The effects of scaffolding metacognitive activities in small groups. Computers in Human Behavior, 26(6), 1727-1738. DOI: 10.1016/j.chb.2010.06.022  [details] 
  • van Drie, J., & van Boxtel, C. (2010). Chatting about the sixties: using on-line chat discussion to improve historical reasoning in essay-writing. Teaching History, 140, 38-46. [details] 

2009

  • Kneppers, L., van Boxtel, C., & van Hout-Wolters, B. (2009). De weg naar transfer: een concept- en contextbenadering voor het vak economie in het voortgezet onderwijs. Pedagogische Studiën, 86(1), 41-62. [details] 
  • Prangsma, M. E., van Boxtel, C. A. M., Kanselaar, G., & Kirschner, P. A. (2009). Concrete and abstract visualizations in history learning tasks. British Journal of Educational Psychology, 79(2), 371-387. DOI: 10.1348/000709908X379341  [details] 
  • van Boxtel, C., & van Drie, J. (2009). Enhancing historical reasoning: a key topic in Dutch history education. International Journal of Historical Learning, Teaching and Research, 8(2), 140-153. [details] 

2008

  • Kneppers, H. C., van Boxtel, C. A. M., & van Hout-Wolters, B. H. A. M. (2008). The Road To Transfer: Concept And Context Approach To The Subject Of Economics In Secondary School. In A. J. Canas, J. Novak, P. Reiska, & M. Ahlberg (Eds.), Proceedings of: Conceptmapping- Connecting Educators, 3rd International Conference on Concept Mapping (Vol. 2). (pp. 626-633). Tallin (Est)/Helsinki (Fi): Tallin University/University of Helsinki. [details] 
  • Prangsma, M. E., van Boxtel, C. A. M., & Kanselaar, G. (2008). Developing a ‘big picture’: Effects of collaborative construction of multimodal representations in history. Instructional Science, 36(2), 117-136. DOI: 10.1007/s11251-007-9026-5  [details] 
  • van Drie, J., & van Boxtel, C. (2008). Historical reasoning: towards a framework for analyzing students' reasoning about the past. Educational Psychology Review, 20(2), 87-110. DOI: 10.1007/s10648-007-9056-1  [details] 

2007

  • Kneppers, H. C., Elshout-Mohr, M., van Boxtel, C. A. M., & van Hout-Wolters, B. H. A. M. (2007). Conceptual learning in relation to near and far transfer in the secondary school subject of economics. European Journal of Psychology of Education, XXII(2), 115-129. [details] 
  • van Boxtel, C. A. M., & van Hout-Wolters, B. H. A. M. (2007). Learning and Instruction. In: Conferentieverslag van de European Association for Research on Learning and Instruction (EARLI), Budapest. Pedagogische Studiën, 84(6), 493-495. [details] 

2008

  • van Boxtel, C. A. M., & van Drie, J. P. (2008). Vermogen tot historisch redeneren: onderliggende kennis, vaardigheden en inzichten. Hermes / Vereniging Leraren Geschiedenis & Maatschappelijke Vorming, 12, 45-54.

2006

  • van Boxtel, C. A. M., & van Rijn, M. (2006). Picturing colligatory concepts in history: effects of student-generated versus presented drawings. In Sig 2 Bi-annual meeting Text and Graphics Comprehension, august 30- september 1st, Nottingham. [details] 

2016

  • van Boxtel, C. A. M. (2016). Hoe geef je betekenis aan geschiedenis? Didactief, 46(4), 14-16.

2015

  • Groenendijk, T., Damen, M-L., Haanstra, F. H., & van Boxtel, C. A. M. (2015). Beoordelingsinstrumenten in danseducatie. Amsterdam: Lectoraat Kunst- en Cultuureducatie Amsterdamse Hogeschool voor de Kunsten.
  • Kropman, M., van Boxtel, C., & van Drie, J. (2015). Small country, great ambitions: Prospective teachers’ narratives and knowledge about Dutch history. In A. Chapman, & A. Wilschut (Eds.), Joined-up history: New directions in history education research. (pp. 57-84). (International Review of History Education). Charlotte, NC: Information Age Publishing. [details] 
  • Schep, M., van Boxtel, C., & Noordegraaf, J. (2015). Wat je kunt leren van een educatieve museumrondleiding. Cultuur + Educatie, 15(42), 33-54. [details] 
  • Logtenberg, A., & van Boxtel, C. (2015). Het stellen van historische vragen door leerlingen: een doel op zich? Hermes / Vereniging Leraren Geschiedenis & Maatschappelijke Vorming, 19(57), 1-12.

2014

  • Groenendijk, T. (Author), Damen, M-L. (Author), Haanstra, F. (Author), & van Boxtel, C. (Author). (2014). Reviewstudie naar beoordelingsinstrumenten voor de kunstvakken. Utrecht: Landelijk Kennisinstituut Cultuureducatie en Amateurkunst. [details] 
  • van Boxtel, C. (2014). Naar meer waarde in museumeducatie: ambities, didactische uitdagingen en professionalisering. In A. Versloot (Ed.), Nationale kennisagenda voor het museale veld (pp. 48-57). Amersfoort: Rijksdienst voor het Cultureel Erfgoed. [details] 
  • Grever, M., & van Boxtel, C. (2014). Verlangen naar tastbaar verleden: erfgoed, onderwijs en historisch besef. Hilversum: Verloren. [details] 

2013

  • van Boxtel, C., & van Drie, J. (2013). Van dagelijkse taal naar academische (vak)taal. In B. van der Leeuw, M. Hajer, R. Scharten, & B. de Vos (Eds.), Werken aan vaktaal bij mens- en maatschappijvakken (pp. 30-32). Enschede: SLO. [details] 
  • van Drie, J., van Boxtel, C., & Braaksma, M. (2013). Bevorderen van schrijven bij geschiedenis. In B. van der Leeuw, & T. Meestringa (Eds.), Genres leren schrijven bij de vakken: verslag van de Landelijke werkconferentie Platform Taalgericht Vakonderwijs (pp. 19-21). Enschede: SLO. [details] 

2012

  • Montagne, B., van Boxtel, C., & van Drie, J. (2012). Taal in eindexamens soms te moeilijk: onderzoek naar talige complexiteit. Kleio, 53(4), 39-44. [details] 

2010

  • van Boxtel, C. (2010). Erfgoed ervaren: naar een theoretisch kader voor leren met en over erfgoed. Erfgoed Nederland magazine, 2010(3), 22-23. [details] 
  • van Boxtel, C., & van Drie, J. (2010). Leer de vaktaal gebruiken: taalgericht geschiedenisonderwijs helpt leerlingen de stof te begrijpen. Kleio, 51(3), 18-22. [details] 
  • van Boxtel, C., de Bruijn, P., Grever, M., Klein, S., & Savenije, G. (2010). Dicht bij het verleden: wat kunnen erfgoedlessen bijdragen aan het leren van geschiedenis? Kleio, 51(7), 18-21. [details] 
  • van Boxtel, C., van Drie, J., & Kropman, M. (2010). 'Het is te veel en te weinig tegelijk': de VGN-veldraadpleging centrale examinering geschiedenis havo en vwo. Kleio, 51(8), 4-6. [details] 

2009

  • van Boxtel, C., Bulthuis, H., Goudsmit, H., Hooghuis, F., Mulder, B. J., Smulders, P., ... de Weme, B. (2009). Vakintegratie in de mens- en maatschappijvakken: theorie en praktijk. Amsterdam: Landelijk Expertisecentrum Mens- en Maatschappijvakken. [details] 
  • van Boxtel, C., Bulthuis, H., Goudsmit, H., Hooghuis, F., Mulder, B. J., Smulders, P., ... de Weme, B. (2009). Vakintegratie in de mens- en maatschappijvakken: theorie en praktijk. Kleio, 50(3), 21-29. [details] 
  • Boersen, M., van Boxtel, C., Mulder, B. J., Nieuwelink, H., van Riessen, M., Steenstra, C., & van Straaten, D. (2009). De kennisbasis nader bekeken: een analyse van de kennisbases aardrijkskunde, geschiedenis en maatschappijleer. Amsterdam: Landelijk Expertisecentrum Mens- en Maatschappijvakken. [details] 

2008

  • van Boxtel, C. (2008). Lijstjes: column. Kleio, 49(7), 49. [details] 

2007

  • van Boxtel, C. A. M., & van Drie, J. P. (2007). "Nu ken ik het hele alfabet". Docenten en leerlingen over de implementatie van een nieuw eindexamen geschiedenis. In A. Wilschut, & R. Schut (Eds.), Het nieuwe examen geschiedenis havo/vwo. Studiehuisreeks 75. (pp. 39-46). Tilburg: Mesoconsult b.v.. [details] 
  • van Boxtel, C. A. M., & van Drie, J. P. (2007). Aan de slag met het nieuwe examenprogramma Tweede Fase. Kleio, 48(1), 38-43. [details] 

2006

  • Wilschut, A. H. J., Boom, S., van Boxtel, C. A. M., & van Drie, J. P. (2006). Geschiedenis examineren. Rapport pilotproject CHMV-examen geschiedenis havo 2006. Amsterdam: SLO. [details] 
  • van Boxtel, C. A. M. (2006). Geschiedenis voor het algemeen belang. In gesprek met Keith Barton. Kleio, 6, 21-24. [details] 
  • van Boxtel, C. A. M. (2006). M&M, waarom en hoe? Kleio, 6, 2-4. [details] 

2017

  • Kropman, M. C. M., van Boxtel, C. A. M., & van Drie, J. P. (2017). Multiple perspectives and narratives of the national past in Dutch school history textbooks. Paper presented at EARLI, Tampere, Finland.

2016

  • van Boxtel, C. A. M., Schuitema, J. A., Abrantes Garcêz Palha, S., & Peetsma, T. T. D. (2016). High-ability students' reasoning in an enrichment program in history: a case study. Paper presented at EARLI-SIG symposium Inquiry and Argumentation: Education for thinking, Gent, Belgium.
  • van Boxtel, C. A. M., & van Drie, J. P. (2016). Historical reasoning: the interplay of domain-general and domain-specific aspects. Paper presented at International Workshop Interplay of domain-specific and domain-general aspects of scientific reasoning and argumentation skills, Munich, Germany.
  • de Groot-Reuvekamp, M. J., Ros, A., & van Boxtel, C. A. M. (2016). Bevorderen van historisch tijdsbesef met TIJDWIJS. Abstract from ORD, Rotterdam, .
  • Stoel, G. L., van Drie, J. P., & van Boxtel, C. A. M. (2016). "Just because...." Developing causal historical reasoning through explicit teaching of strategies, concepts, and epistemological beliefs. Paper presented at AERA 2016, United States.
  • Schep, M., van Boxtel, C. A. M., & Noordegraaf, J. J. (2016). Museum education: Learning outcomes of a guided tour and desired competencies of museum docents. Paper presented at AERA 2016, United States.
  • Abrantes Garcêz Palha, S., van Boxtel, C. A. M., Schuitema, J. A., & Peetsma, T. T. D. (2016). Understanding collaborative knowledge construction in mixed ability groups: a case study. Paper presented at EARLI SIG Argumentation, Ghent, Belgium.

2015

  • Savenije, G. M., & van Boxtel, C. A. M. (2015). Stimulating critical reflection on sensitive heritage in urban classrooms during museum visits. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
  • Savenije, G. M., & van Boxtel, C. A. M. (2015). Stimulating critical reflection on sensitive heritage in urban classrooms during musem visits. Paper presented at JURE 2015 (Junior researchers' pre-conference of EARLI), Limassol, Cyprus.
  • Stoel, G. L., van Drie, J. P., & van Boxtel, C. A. M. (2015). Explaining the First World War: do causal writing tasks validly measure causal historical writing?. Paper presented at JURE 2015 (Junior researchers' pre-conference of EARLI), Limassol, Cyprus.
  • Abrantes Garcêz Palha, S., Schuitema, J. A., van Boxtel, C. A. M., & Peetsma, T. T. D. (2015). Reasoning within Integral Calculus at secondary school. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
  • de Groot-Reuvekamp, M. J., van Boxtel, C. A. M., Oort, F. J., & Ros, A. (2015). Niveaus van historisch tijdsbesef bij leerlingen in het basisonderwijs. Abstract from ORD, Leiden, .
  • Abrantes Garcêz Palha, S., Schuitema, J. A., van Boxtel, C. A. M., & Peetsma, T. T. D. (2015). Reasoning within Integral Calculus at secondary school. Paper presented at 5th International Realistic Mathematics Education Conference, Boulder, United States.
  • Stoel, G. L., van Drie, J. P., & van Boxtel, C. A. M. (2015). Teaching historical reasoning skills. The effects of explicit instruction of causal strategies, second-order concepts and epistemology, on the development of 11th grade students’ ability to reason causally in history. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
  • van Boxtel, C. A. M. (2015). Vakdidactisch meesterschap. Amsterdam: University of Amsterdam.

2013

  • van Boxtel, C. A. M., Abrantes Garcêz Palha, S., Schuitema, J. A., & Peetsma, T. T. D. (2013). Enhancing the development of motivation, self-regulation and achievements for potentially excellent students through an integrated enriched learning arrangement in mathematics and history education.. Paper presented at International Conference for Potential development and gifted education, Nijmegen, Netherlands.
  • Abrantes Garcêz Palha, S., Schuitema, J. A., van Boxtel, C. A. M., & Peetsma, T. T. D. (2013). Providing structure in mathematical tasks and keeping challenge: but how. Paper presented at 4th International Realistic Mathematics Education Conference, Boulder, United States.

2009

  • Logtenberg, A., van Boxtel, C. A. M., van Hout-Wolters, B. H. A. M., & Schellings, G. L. M. (2009). Students’ questioning skills in history. Poster session presented at 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, .
  • van Boxtel, C. (2009). Geschiedenis, erfgoed en didactiek. Amsterdam: Erfgoed Nederland. [details] 

2008

  • van Drie, J. P., & van Boxtel, C. A. M. (2008). Teacher strategies for fostering collaborative historical reasoning in whole-class discussions. Poster session presented at International Conference of the Learning Sciences, .

Prijs

  • van Drie, J.P. & van Boxtel, C.A.M. (2009): EARLI Outstanding publication award for the article: Van Drie, J. & Van Boxtel, C. (2008) Historical reasoning: Towards a framework for analyzing students' reasoning about the past. Educational Psychology Review, 20(2), 87-110.

Boekredactie

  • van Boxtel, C., Grever, M., & Klein, S. (Eds.) (2016). Sensitive Pasts: Questioning Heritage in Education. (Making sense of history; Vol. 27). New York: Berghahn Books.
  • van Boxtel, C., Klein, S., & Snoep, E. (2011). Heritage education: challenges in dealing with the past. Amsterdam: Erfgoed Nederland. [details] 

Tijdschriftredactie

  • van Boxtel, Carla (reviewer) (2016): Didactief Special Hoe geef je les in kritisch burgerschap? (Journal).

Spreker

  • van Boxtel, Carla (speaker) (30-11-2016): Leren in de maatschappijvakken: lezen, schrijven en spreken of begrijpen en redeneren?, Werkconferentie Werken aan vaktaal, Amersfoort, Netherlands.
  • van Boxtel, Carla (invited speaker) (2-7-2016): Developing tasks for the formative assessment of historical causal reasoning, International Expert Meeting Assessment of Historical Thinking, Hamburg, Germany.
  • van Boxtel, Carla (invited speaker) (1-7-2016): Assessment of historical learning in the Netherlands and Flanders, International Expert Meeting Assessment of Historical Thinking, Hamburg, Germany.
  • van Boxtel, Carla (speaker) (14-6-2016): Erfgoedobjecten en verhalen: de relatie tussen beleven en leren., Expertmeeting Erfgoedonderwijs, Utrecht, Netherlands.
  • van Boxtel, Carla (speaker) (8-6-2016): Multiperspectiviteit en erfgoededucatie, Meerstemmig Erfgoed, Genk, Belgium.
  • van Boxtel, Carla (speaker) (4-3-2016): Onderwijzen van historisch denken en redeneren, VGN Geschiedenisconferentie, Rotterdam, Netherlands.
  • van Boxtel, C.A.M. (invited speaker) (6-2-2015): Vakdidactisch onderzoek, Invited lecture at the Conclaaf Vakdidactisch onderzoek van het Academisch Vormingscentrum voor Leraren, Leuven, België.
  • Logtenberg, A. (speaker), van Boxtel, C.A.M. (speaker), Schellings, G.L.M. (speaker) & van Hout-Wolters, B.H.A.M. (speaker) (15-10-2009): The cognitive and affective processes underlying student questions in history, The professional teaching of History: German and Dutch Perspectives, Amsterdam (NL).
  • Molenaar, I. (speaker), van Boxtel, C.A.M. (speaker) & Sleegers, P (speaker) (25-8-2009): Processes of socialy shared metacognition in an innovative learning arrangment, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners, Amsterdam (NL).
  • Logtenberg, A. (speaker), van Boxtel, C.A.M. (speaker), van Hout-Wolters, B.H.A.M. (speaker) & Schellings, G.L.M. (speaker) (24-8-2009): Students’ Questioning Skills in History. Cognitive and affective sources of student questioning (roundtable), JURE (Junior researchers' pre-conference), Amsterdam (NL).
  • van Boxtel, C.A.M. (speaker) (27-5-2009): Vakintegratie in de mens en maatschappijvakken: een verkenning van theorie en praktijk, Onderwijs Research Dagen (ORD) 2009, Leuven (B).
  • Kneppers, H.C. (speaker), van Boxtel, C.A.M. (speaker) & van Hout-Wolters, B.H.A.M. (speaker) (27-5-2009): De weg naar transfer: een concept- en contextbenadering voor het vak economie in het voortgezet onderwijs, Onderwijs Research Dagen (ORD) 2009, Leuven (B).
  • Logtenberg, A. (speaker), van Boxtel, C.A.M. (speaker), van Hout-Wolters, B.H.A.M. (speaker) & Schellings, G.L.M. (speaker) (27-5-2009): De vaardigheid van leerlingen in het stellen van historische vragen, Onderwijs Research Dagen (ORD) 2009, Leuven (B).
  • van Boxtel, C.A.M. (speaker) (14-4-2009): Vakintegratie in de mens en maatschappijvakken: theorie en praktijk, Symposium ‘Bronnen voor een krachtige vakdidactiek’, Amersfoort (NL).
  • Schuitema, J.A. (speaker), van Boxtel, C.A.M. (speaker), Veugelers, W.M.M.H. (speaker) & ten Dam, G.T.M. (speaker) (13-4-2009): Characteristics of student dialogue in citizenship education, 2009 Annual Meeting of the American Educational Research Association (AERA), San Diego (USA).
  • van Boxtel, C.A.M. (speaker) (30-3-2009): Kraaltjes rijgen of edelsmeden?, Lio-dag geschiedenis, Utrecht (NL).
  • van Boxtel, C.A.M. (speaker) & Kropman, M.C.M. (speaker) (30-3-2009): Met de hele klas samen historisch redeneren, Lio-dag geschiedenis, Utrecht (NL).
  • van Boxtel, C.A.M. (speaker) (15-12-2008): Canon: probleem of kans?, Symposium culturele canon en kunsteducatie, Fontys Hogeschool, Den Bosch.
  • Kneppers, H.C. (speaker), van Boxtel, C.A.M. (speaker) & van Hout-Wolters, B.H.A.M. (speaker) (22-9-2008): The Road To Transfer: Concept And Context Approach To The Subject Of Economics In Secondary School, 3d CMC-International Conference on Concept Mapping, Tallin (Est)/Helsinki (Fi).
  • Molenaar, I. (speaker), van Boxtel, C.A.M. (speaker) & Sleegers, P (speaker) (18-6-2008): Metacognitie in groepsleerprocessen, Onderwijs Research Dagen (ORD) 2008, Eindhoven.
  • Molenaar, I. (speaker), van Boxtel, C.A.M. (speaker) & Sleegers, P (speaker) (8-5-2008): Scaffolding metacognition in collaborative learning with a virtual agent, EARLI, Special Interest Group (SIG) Metacognition, Ioannina (Gr).
  • van Boxtel, C.A.M. (speaker) (11-4-2008): Vakintegratie in de mens en maatschappijvakken: tussenrapportage literatuurstudie en methodenanalyse, Symposium Samenwerken aan Vakdidactiek, Amsterdam.
  • Prangsma, M.E. (speaker), van Boxtel, C.A.M. (speaker), Kirschner, P. (speaker) & Kanselaar, G. (speaker) (24-3-2008): History learning with visualization tasks. Student dialogue and learning outcomes, 2008 Annual Meeting of the American Educational Research Association (AERA), New York (USA).
  • Logtenberg, A. (speaker), van Boxtel, C.A.M. (speaker) & van Hout - Wolters, B.H.A.M. (speaker) (24-3-2008): Stimulating situational interest and student inquiry questions in history classrooms, 2008 Annual Meeting of the American Educational Research Association (AERA).
  • van Boxtel, C.A.M. (speaker) (13-12-2007): Een studie naar contextualiseren, Opleidersdag Universitaire Vakdidactici Geschiedenis, Utrecht.
  • Logtenberg, A. (speaker), van Boxtel, C.A.M. (speaker) & van Hout-Wolters, B.H.A.M. (speaker) (8-11-2007): Stimulating situational interest and student questions in history classrooms, ICO Toogdag, Amsterdam.
  • van Boxtel, C.A.M. (speaker) (28-8-2007): Picturing colligatory concepts in history: effects of student-generated versus presented drawings, 12th European Conference for Research on Learning and Instruction, Budapest (H).
  • van Boxtel, C.A.M. (speaker) (22-6-2007): Dutch research on history education. An overview of key issues, methods and outcomes, VGN-HTEN-EUROCLIO-GSTL Conference The Professional Teaching of History: UK and Dutch perspectives, Amsterdam.
  • Prangsma, M.E. (speaker), van Boxtel, C.A.M. (speaker), Kanselaar, G. (speaker) & Kirschner, P. (speaker) (9-4-2007): Concrete and abstract visualisations in history learning tasks, Annual Meeting of the American Educational Research Association (AERA), Chicago (USA).
  • Logtenberg, A. (speaker), van Boxtel, C.A.M. (speaker) & van Hout-Wolters, B.H.A.M. (speaker) (28-2-2007): Stimulating situational interest and student questions in history classrooms, Studiedag voor lerarenopleiders, leerkrachten en docenten geschiedenis: On the reading of historical texts in history education: challenges and pitfalls, Leuven (B).
  • Kneppers, H.C. (speaker), van Boxtel, C.A.M. (speaker), Elshout-Mohr, M. (speaker) & van Hout-Wolters, B.H.A.M. (speaker) (31-8-2006): Conceptual learning in relation to transfer in the schoolsubject of economics, Threshold Concepts within the Disciplines Symposium, Glasgow (UK).
  • van Boxtel, C.A.M. (speaker) & van Rijn, M. (speaker) (30-8-2006): Picturing colligatory concepts in history: effects of student-generated versus presented drawings, Sig 2 Bi-annual meeting Text and Graphics Comprehension.

Andere

  • van Boxtel, C. (organiser) (24-11-2014): Onderzoeksconferentie Cultuureducatie en Cultuurparticipatie, Utrecht, NL (organising a conference, workshop, ...).
  • Haanstra, F. (organiser), Groenendijk, T. (organiser), Damen, M.L.C. (organiser) & van Boxtel, C.A.M. (organiser) (24-11-2014): Onderzoeksconferentie Cultuureducatie en Cultuurparticipatie, Utrecht (organising a conference, workshop, ...).
  • Abrantes Garcêz Palha, S. (participant), Schuitema, J.A. (participant), van Boxtel, C.A.M. (participant) & Peetsma, Thea (participant) (28-6-2014 - 30-6-2017): Onderwijs Research Dagen, Groningen (organising a conference, workshop, ...).
  • van Boxtel, C.A.M. (organiser) (13-6-2014): Symposium op de Onderwijs Research Dagen, Groningen (NL) (organising a conference, workshop, ...).
  • van Drie, J.P. (participant) & van Boxtel, C.A.M. (participant) (25-8-2009 - 29-8-2009): 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners (participating in a conference, workshop, ...).

2017

This list of publications is extracted from the UvA-Current Research Information System. Questions? Ask the library  or the Pure staff  of your faculty / institute. Log in to Pure  to edit your publications.
  • Fontys Lerarenopleiding Tilburg
    Lid Wet. Adviescie Masterprogramma's Fontys Lerarenopleiding Tilburg
  • Koninklijk Ned. Historisch Genootschap
    Bestuurslid
  • Reinwardt Academie
    Lid Adviescommissie
  • Vereniging Cultuur Profiel Scholen
    Lid Commissie van Aanbeveling en Advies

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