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Prof. dr. C.A.M. (Carla) van Boxtel

Vakdidactiek, in het bijzonder geschiedenisonderwijs
Faculteit der Maatschappij- en Gedragswetenschappen
Programme group: Domain Specific Learning

Bezoekadres
  • Nieuwe Achtergracht 127
Postadres
  • Postbus 15776
    1001 NG Amsterdam
  • Profile

    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 of the University of Amsterdam. I give lead to the research lab Domain-specific Learning and 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.

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

    Teaching critical thinking about controversial issues: the potential of an integrative approach

    Interlinked research project funded by NRO. Senior researchers: Carla van Boxtel, Geerte Savenije, Tessa van Schijndel, Jaap Schuitema. PhD students Saskia Arbon and Stephan Venmans
    To strengthen democracy, people need to be able to think critically about controversial issues. Critical thinking about controversial issues tends to be sub-optimally integrated in most school subjects. The focus is usually on subject-specific skills and knowledge. However, developing critical thinking about controversial issues also requires more general critical thinking and moral reasoning skills. In cross-curricular approaches, on the other hand, there is little attention for subject-specific aspects. Little is known about more integrative approaches. With this proposal we therefore aim to develop and test an integrative approach towards the teaching of critical thinking about controversial issues. The basis for this integrative approach is Levinson’s (2006) framework for addressing the epistemological and ethical structure of controversy. This framework serves as a point of departure for developing a pedagogy for teaching students what is at stake in certain controversies, by explicating the roles of evidence and values. This approach will be embedded in an existing innovative controversial-issues pedagogy: ‘Science Journalism’.
    We propose two interlinked projects, in science and history education in which we develop an instrument to measure students’ understanding of the role of evidence and values in different types of controversies and investigate to what extent secondary students demonstrate this understanding. In addition, we investigate the effects of the integrated approach on students’ understanding of the role of evidence and values in different types of controversies, their critical thinking about specific controversial issues, general critical thinking skills, moral reasoning skills and use of subject-specific knowledge.


    National assessment of students’ performance on social studies at the end of Dutch primary education [Peilingsonderzoek Mens en Maatschappij einde basisonderwijs]

    Project coordination: Carla van Boxtel
    The Inspectorate of Education commissioned the Peil.Mens & Maatschappij study to gain insight into the current knowledge and skills in the learning area of geography and history of pupils at the end of primary school. It compares students' performance with the performance of students measured in 2008. It also examines how primary schools shape the geography and history curriculum.  The study analyses the relationship between learning outcomes and student, teacher and school characteristics. An in-depth study investigates how schools integrate geography and history and other parts of the curriculum and develop continuous learning lines, and what challenges teachers experience in doing so. The in-depth study also explores how students experience lessons about geography and history. 
    The study is conducted by a consortium in which the University of Amsterdam, Utrecht University, the Kohnstamm Institute and Cito work together. 

     

    Reasoning about societal problems: design and implementation of instructional approaches in social science education

    Practice oriented research, funded by NRO. Consortium: University of Amsterdam, RSG Broklede (Breukelen), Roland Holst College (Hilversum).  Researchers: Carla van Boxtel, Gerhard Stoel, Thomas Klijnstra, Gerard Ruijs. 
    Social science education helps students to make sense of structures and developments in society, analyze current societal problems (e.g. growing inequality) and think about potential solutions. The new Dutch social science examination program emphasizes development of students' ability to use central concepts and theories from the social sciences to reason about societal processes and problems. Teaching and learning this complex competency, however, is a challenging task. Not much is known about effective ways to support students and teachers. This research focuses on the design and implementation of (educative) curriculum materials that support both student and teacher learning. First, we analyze the quality of students' reasoning to identify frequently occurring flaws and define levels of reasoning. Rubrics are constructed to help both teachers and students better understand the reasoning skills that are aimed at. Second, a design research is conducted at two schools to design and test materials and activities that promote students' reasoning. These are designed according to principles of explicit teaching, the use of authentic tasks and reasoning schemes. Third, the materials and activities will be used in a professional development program (PDP) for social science teachers. We investigate to what extent the educative curriculum materials contribute to teachers’ professional growth related to the teaching of social scientific reasoning. The materials should provide enough guidance and at the same time leave room for adaptation to meet the time teachers have, the topics they deal with and their students' needs.

    Enhancing selfregulated application of domain specific skills in the context of inquiry tasks about historical and social phenomena

    Practice oriented research, funded by NRO.  Researchers Carla van Boxtel, Gerhard Stoel (University of Amsterdam), Jasper Beckeringh (Cartesius 2 Amsterdam), Hanneke Beneden (Montessori Lyceum Amsterdam), Bernhard Kors (Spring High Amsterdam), Jaron Schoone (Berlage Lyceum Amsterdam), Anique ter Welle (Montessori Lyceum Amsterdam).
    Social studies teachers use open and authentic task in order to realize meaningful education and contribute to the development of domain specific and generic skills. In the context of these tasks, it is important that students can regulate the application of domain specific skills. Integrating domain specific and self regulation skills is quite a challenge for teachers. The teacher has to be able to define a particular domain specific skill, why it is relevant and at which levels one can demonstrate the skill. Furthermore, the teacher needs several tools (such as checklists or worked-out examples) and self-evaluation instruments. 
    In this research project, teachers and researchers collaborate in the design of tools to support students when they have to apply domain specific skills in inquiry tasks. We focus on the ability to formulate inquiry questions; to analyze social issues with social science concepts; to analyze historical processes of change; to emphatize and to construct a moral reasoning. For each skill we define proficency levels, develop a white board animation to introduce the skill to students, a scaffold and a self-evaluation instrument. 
    The tools will be developed in a design research with two cycles. The tools will be implemented in several classes. Following a mixed-method approach, we will use focus groups of experts and students, questionnaires, observations, content analysis of student work and interviews to evaluate the tools. 

    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.

    Supervision of PhD students

    Current PhD projects

    Uddhava Rozendal, Causal historical reasoning in secondary education. Co-supervisor: Jannet van Drie.
    Sevinç Göksen-Zayim, Mathematical modelling. Co-supervisors: Derk Pik. Rijkje Dekker
    Maartje van der Eem, Media wise through meaningful history education, co-supervisors Jannet van Drie and Saskia Brand-Gruwel
    Hanneke Bartelds, Enhancing the ability to empathize in history education, co-supervisors Geerte Savenije and Jannet van Drie 
    Yolande PotjerStimulating historical reasoning through Inquiry-based learning: development and evaluation of a professional development programme for elementary school teachers. Co-supervisor: Marjolein Dobber.
    Thomas Klijnstra, Socio-scientific reasoning about social problems. Co-supervisors: Geerte Savenije, Gerhard Stoel.
    Gijs van Gaans, Historical narratives of secondary school students. Co-supervisors: Geerte Savenije, Arnoud-Jan Bijsterveld
    Chris Veldwijk, Increasing linguistic complexity in communicative speaking tasks in the EFL classroom, Co-supervisors: Marrit van de Guchte, Marije Michel.
    Anna Rebel, Enhancing self-regulated learning of high school studens through individual coaching, Co-supervisors: Joost Jansen in de Wal, Jaap Schuitema.
    Genja Ferschtman, Stimulating creativity by means of extra-disciplinary intervention to support the incubation mechanisms, Co-supervisors: Mathijs Baas, Gert Rijlaarsdam, Marie-Therese van de Kamp.
    Stephan Venmans, Teaching critical thinking about controversial historical issues. The potential of an integrative approach. Co-supervisors: Geerte Savenije, Jaap Schuitema and Tessa van Schijndel.
    Saskia Arbon, Teaching critical thinking about socio-scientific issues. The potential of an integrative approach. Co-supervisors Tessa van Schijndel, Jaap Schuitema and Geerte Savenije.
    Bouke van LaarhovenHolocaust education: opportunities of heritage education at the Auschwitz memorial site in teacher training. Co-supervisor: Gerhard Stoel.
    Irma WestheimMultilingual language pedagogy, a (re)recognition for every learner! A study on promoting language awareness and target language development through implementation of multilingual language pedagogy in Dutch and modern foreign languages, Co-supervisors: Joana Duarte, Catherine van Beuningen. 
    Remco Menke, Learning to write using subject specific language in history education. Reasoning with historical concepts in lower pre-vocational education. Co-supervisors: Jannet van Drie and Daphne van Weijen.
    Bas Clercx, Docent als Canon. Supervisor: Lidewij van Gils.
     

    Finished PhD Projects

    Johan van Driel (2024, 31 january, UvA) Reading, reasoning, and writing about historical significance. The effects of reading and writing instruction on the quality of written texts
    Annemiek Houwen (2023, 8 may, UvA). 'Ja, Dit kan zo niet langer! Beeldvorming, kritisch analyseren en genderverhoudingen in de bovenbouw van het voortgezet geschiedenisonderwijs.
    Marc Kropman (2021, 12 october, UvA). Shifting lenses. Multiperspectivity and narratives of the Dutch past in secondary history education.
    Kristin Sendur (2021, 15 april, UvA) Promoting written historical reasoning among undergraduate L2 students.
    Susanna Margrét Gestsdottir (2021, 8 march, UvA) Observing history teaching: historical thinking and reasoning in the upper secondary classroom.
    Tessa de Leur (2019, 5 november, UvA), “Just imagine…”  Exploring externalized learner-generated images of the past in secondary history education.
    Mark Schep (2019,6 march, UvA) Guidance for guiding. Professonaliation of guides in museums of art and history.
    Tim Huijgen (2018, 18 october 2018, RUG) Balancing between the present and the past. Promoting students' ability to perform historical contextualization
    Gerhard Stoel  (2017, 14 november 2017, UvA). Teaching towards historical expertise. Developing students' ability to reason causally in history.
    Marjan de Groot-Reuvekamp , (2017, 23 november, UvA), Timewise. Improving pupils' understanding of historical time in primary school.
    Harry Havekes (2015, 8 june, Radboud University Nijmegen), Knowing and doing history. Learning historical thinking in the classroom.
    Pieter de Bruijn, (2014, 16 october, EUR, NWO project), Commonality in complex histories. Plurality in Dutch and English heritage education resources.
    Geerte Savenije, (2014, 9 october, EUR, NWO project), Heritage under negotiation: students’ entrance narratives and their ideas on significance.
    Albert Logtenberg (2012, 31 may, UvA), Questioning the past. Student questioning and historical reasoning.
    Inge Molenaar (2011, 24 november, UvA, NWO). It’s all about metacognitive activities: Computerized scaffolding of self-regulated learning.
    Maaike Prangsma, (2007, 20 june, UU, NWO). Multimodal representations in collaborative history learning.
    Lenie Kneppers (2007, 29 march, UvA). Leren voor transfer: een empirisch onderzoek naar de concept- en contextbenadering in het economieonderwijs.
    Jannet van Drie (2005, 20 december, UU). Learning about the past with new technologies. Fostering historical reasoning in computer-supported collaborative learning.

  • Historical Reasoning model

    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. The framework is discussed in Van Boxtel, C., & Van Drie, J. (2018). Historical reasoning: conceptualizations and educational applications. In S.A. Metzger & L. McArthur Harris (Eds.). The Wiley International Handbook of History Teaching and Learning (pp. 149-176). Wiley & Blackwell.
  • Publicaties

    2023

    • Bartelds, H., Savenije, G. M., van Drie, J., & van Boxtel, C. (2023). Using eyewitnesses to promote students' understanding of empathy in the history classroom. The Journal of Social Studies Research, 47(2), 129-144. https://doi.org/10.1016/j.jssr.2022.12.001 [details]
    • Klijnstra, T., Stoel, G. L., Ruijs, G. J. F., Savenije, G. M., & van Boxtel, C. A. M. (2023). Toward a framework for assessing the quality of students’ social scientific reasoning. Theory and Research in Social Education, 51(2), 173-200. Advance online publication. https://doi.org/10.1080/00933104.2022.2132894
    • Kropman, M. C. M., van Drie, J. P., & van Boxtel, C. A. M. (2023). The influence of multiperspectivity in history texts on students’ representations of a historical event. European Journal of Psychology of Education, 38, 1295-1315. https://doi.org/10.1007/s10212-022-00644-7
    • Rozendal, U. D., & van Boxtel, C. A. M. (2023). Illuminating historical causal reasoning: Designing a theory-informed cognition model for assessment purposes. Historical Encounters: A journal of historical consciousness, historical cultures, and history education, 10(1), 60-75. https://doi.org/10.52289/HEJ10.105
    • van der Eem, M., van Drie, J., Brand-Gruwel, S., & van Boxtel, C. (2023). Students’ evaluation of the trustworthiness of historical sources: Procedural knowledge and task value as predictors of student performance. The Journal of Social Studies Research, 47(1), 64-76. https://doi.org/10.1016/j.jssr.2022.05.003

    2022

    • Sendur, K. A., van Drie, J. P., van Boxtel, C. A. M., & Kan, K. J. (2022). Historical reasoning in an undergraduate CLIL course: Students’ progression and the role of language proficiency. International Journal of Bilingual Education and Bilingualism, 25(6), 2058-2074. https://doi.org/10.1080/13670050.2020.1844136
    • Sendur, K. A., van Drie, J., & van Boxtel, C. (2022). Epistemic beliefs and written historical reasoning: Exploring their relationship. Historical Encounters: A journal of historical consciousness, historical cultures, and history education, 9(1), 141-158. https://doi.org/10.52289/hej9.108 [details]
    • van Driel, J., van Drie, J., & van Boxtel, C. (2022). Struggling with historical significance: Reasoning, reading, and writing processes. European Journal of Applied Linguistics, 10(1), 185-211. Advance online publication. https://doi.org/10.1515/eujal-2021-0004 [details]
    • van Driel, J., van Drie, J., & van Boxtel, C. (2022). Writing about historical significance: The effects of a reading-to-write instruction. International Journal of Educational Research, 112, Article 101924. https://doi.org/10.1016/j.ijer.2022.101924 [details]

    2021

    • Gestsdóttir, S. M., van Drie, J., & van Boxtel, C. (2021). Teaching historical thinking and reasoning: Teacher beliefs. History Education Research Journal, 18(1), 46-63. Advance online publication. https://doi.org/10.14324/HERJ.18.1.04 [details]
    • Göksen-Zayim, S., Pik, D., Dekker, R., & van Boxtel, C. (2021). Mathematical modelling in Dutch lower secondary education: An explorative study zooming in on conceptualization. In F. K. S. Leung, G. A. Stillman, G. Kaiser, & K. L. Wong (Eds.), Mathematical modelling education in East and West (pp. 227-237). (International Perspectives on the Teaching and Learning of Mathematical Modelling). Springer. https://doi.org/10.1007/978-3-030-66996-6_19 [details]
    • Kropman, M., Van Boxtel, C., & Van Drie, J. (2021). Multiperspectivity in lesson designs of history teachers: The role of school book texts in the design of multiperspective history lessons. Historical Encounters: A journal of historical consciousness, historical cultures, and history education, 8(1), 46-69. Advance online publication. https://doi.org/10.52289/hej8.104 [details]
    • Sendur, K. A., van Boxtel, C., & van Drie, J. (2021). Undergraduate L2 students’ performance when evaluating historical sources for reliability. English for specific purposes, 61, 17-31. Advance online publication. https://doi.org/10.1016/j.esp.2020.08.004 [details]
    • Sendur, K. A., van Drie, J., & van Boxtel, C. (2021). Historical contextualization in students’ writing. Journal of the Learning Sciences, 30(4-5), 797-836. Advance online publication. https://doi.org/10.1080/10508406.2021.1939029 [details]
    • de Leur, T., van Boxtel, C., & Huijgen, T. (2021). ‘No, no, the Cold War was not that dramatic’: A case study on the use of a drama task to promote Dutch secondary school students ’historical imagination. History Education Research Journal, 18(1), 28-45. Advance online publication. https://doi.org/10.14324/HERJ.18.1.03 [details]
    • van Boxtel, C., Voet, M., & Stoel, G. (2021). Inquiry learning in history. In C. A. Chinn, & R. G. Duncan (Eds.), International Handbook of Inquiry and Learning (pp. 296-310). (Educational psychology handbook series). Routledge. https://doi.org/10.4324/9781315685779-20

    2020

    • Bartelds, H., Savenije, G. M., & van Boxtel, C. (2020). Students’ and teachers’ beliefs about historical empathy in secondary history education. Theory and Research in Social Education, 48(4), 529-551. Advance online publication. https://doi.org/10.1080/00933104.2020.1808131 [details]
    • Houwen, A., van Boxtel, C., & Holthuis, P. (2020). Dutch students' understanding of the interpretative nature of textbooks when comparing two texts about a significant event in the development of democracy. History Education Research Journal, 17(2), 214-228. Advance online publication. https://doi.org/10.14324/HERJ.17.2.06 [details]
    • Kropman, M., van Boxtel, C., & van Drie, J. (2020). Narratives and Multiperspectivity in Dutch Secondary School History Textbooks. Journal of Educational Media, Memory, and Society , 12(1). Advance online publication. https://doi.org/10.3167/jemms.2020.120101 [details]
    • de Leur, T., van Boxtel, C., & Wilschut, A. (2020). “When I’m drawing, I see pictures in my head.”: secondary school students constructing an image of the past by means of a drawing task and a writing task. European Journal of Psychology of Education, 35(1), 155–175. Advance online publication. https://doi.org/10.1007/s10212-019-00419-7 [details]
    • van Boxtel, C., van Drie, J., & Stoel, G. (2020). Improving Teachers’ Proficiency in Teaching Historical Thinking. In C. W. Berg, & T. M. Christou (Eds.), The Palgrave Handbook of History and Social Studies Education (pp. 97-117). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-37210-1_5 [details]

    2019

    • Dam, M., Ottenhof, K., Van Boxtel, C., & Janssen, F. (2019). Understanding Cellular Respiration through Simulation Using Lego® as a Concrete Dynamic Model. Education Sciences, 9(2), Article 72. Advance online publication. https://doi.org/10.3390/educsci9020072 [details]
    • Gestsdóttir, S. M., van Drie, J., & van Boxtel, C. (2019). Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study. Nordidactica, 2019(2), 90-113. http://kau.diva-portal.org/smash/record.jsf?pid=diva2%3A1342406&dswid=1599 [details]
    • Huijgen, T., Holthuis, P., van Boxtel, C., & van de Grift, W. (2019). Promoting historical contextualisation in classrooms: an observational study. Educational Studies, 45(4), 456-479. Advance online publication. https://doi.org/10.1080/03055698.2018.1509771 [details]
    • Huijgen, T., Holthuis, P., van Boxtel, C., van de Grift, W., & Suhre, C. (2019). Students' historical contextualization and the cold war. British Journal of Educational Studies, 67(4), 439-468. https://doi.org/10.1080/00071005.2018.1518512 [details]
    • Kropman, M., van Drie, J., & van Boxtel, C. (2019). Multiperspectivity in the history classroom: The role of narrative and metaphor. In M. Hanne, & A. A. Kaal (Eds.), Narrative and Metaphor in Education: Look Both Ways (pp. 63-75). Routledge. https://doi.org/10.4324/9780429459191-5 [details]
    • Schuitema, J., Palha, S., van Boxtel, C., & Peetsma, T. (2019). Effects of task structure and group composition on elaboration and metacognitive activities of high-ability students during collaborative learning. Pedagogische Studiën, 96(2), 136-151. http://pedagogischestudien.nl/search?identifier=691194 [details]
    • de Groot-Reuvekamp, M., Ros, A., & van Boxtel, C. (2019). ‘Everything was black and white … ’: primary school pupils’ naive reasoning while situating historical phenomena in time. Education 3-13, 47(1), 18-33. Advance online publication. https://doi.org/10.1080/03004279.2017.1385642 [details]
    • van Boxtel, C. (2019). Historical Consciousness: A Learning and Teaching Perspective from the Netherlands. In A. Clark, & C. L. Peck (Eds.), Contemplating Historical Consciousness: Notes from the Field (pp. 61-75). (Making sense of history; Vol. 36). Berghahn. [details]
    • van Boxtel, C. (2019). 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 (2nd ed., pp. 271-299). (Geschichtsunterricht erforschen; Vol. 4). Wochenschau Verlag. [details]
    • van Boxtel, C. (2019). Reflections on the FUER model of historical thinking. In W. Schreiber, B. Ziegler, & C. Kühberger (Eds.), Geschichtsdidaktischer Zwischenhalt: Beiträge aus der Tagung «Kompetent machen für ein Leben in, mit und durch Geschichte» in Eichstätt vom November 2017 (pp. 59-70). Waxmann Verlag. [details]

    2018

    2017

    • De Leur, T., Van Boxtel, C., & Wilschut, A. (2017). ‘I Saw Angry People and Broken Statues’: Historical Empathy in Secondary History Education. British Journal of Educational Studies, 65(3), 331-352. https://doi.org/10.1080/00071005.2017.1291902 [details]
    • Havekes, H., van Boxtel, C., Coppen, P-A., & Luttenberg, J. (2017). Stimulating historical thinking in a classroom discussion: The role of the teacher. Historical Encounters: A journal of historical consciousness, historical cultures, and history education, 4(2), 71-93. http://hej.hermes-history.net/index.php/HEJ/article/view/73 [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. Advance online publication. https://doi.org/10.1080/00933104.2016.1208597 [details]
    • 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. Advance online publication. https://doi.org/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. Advance online publication. https://doi.org/10.1016/j.ijer.2017.03.003 [details]
    • 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. Advance online publication. https://doi.org/10.1080/03004279.2015.1075053 [details]
    • van Boxtel, C., & van Drie, J. (2017). Engaging Students in Historical Reasoning: The Need for Dialogic History Education. In M. Carretero, S. Berger, & M. Grever (Eds.), Palgrave Handbook of Research in Historical Culture and Education (pp. 573-589). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-52908-4_30 [details]

    2016

    • Groenendijk, T., Damen, M., Haanstra, F., & van Boxtel, C. (2016). Beoordelingsinstrumenten in de kunstvakken – een review. Pedagogische Studiën, 93(2), 62-82. http://pedagogischestudien.nl/search?identifier=617291 [details]
    • 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.
    • 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. Advance online publication. https://doi.org/10.1007/s10212-016-0295-8 [details]
    • van Boxtel, C., & van Drie, J. (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). Bloomsbury. [details]
    • van Boxtel, C., Grever, M., & Klein, S. (2016). The appeal of heritage in education: Introduction. In C. van Boxtel, M. Grever, & S. Klein (Eds.), Sensitive pasts : Questioning heritage in education (pp. 1-18). (Making sense of history; Vol. 27). Berghahn. https://doi.org/10.1515/9781785333057-002 [details]

    2015

    • 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). 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. https://doi.org/10.1080/00220272.2014.968212 [details]
    • de Leur, T., van Boxtel, C., & Wilschut, A. (2015). "Just Imagine ...": Students' perspectives on empathy tasks in secondary history education. International Journal of Historical Learning, Teaching and Research, 13(1), 69-84. [details]
    • 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). Routledge. https://doi.org/10.4324/9781315779539-13, https://doi.org/10.4324/9781315779539 [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. https://doi.org/10.17239/jowr-2015.07.01.06 [details]

    2014

    • 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. Advance online publication. https://doi.org/10.1007/s10212-014-0219-4 [details]
    • 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. https://doi.org/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. https://doi.org/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. https://doi.org/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). Brill. https://doi.org/10.1163/9789004265011_006 [details]

    2013

    2012

    • 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. https://doi.org/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. http://www.cumbria.ac.uk/Public/ResearchOffice/Documents/Journals/IJHLTRNov12.pdf [details]
    • 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. http://www.economicsnetwork.ac.uk/sites/default/files/Ashley/Kneppers%20et%20al%20-%20Road%20to%20Transfer.pdf [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). 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. https://doi.org/10.1080/07370008.2012.661813 [details]

    2011

    • 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). Erfgoed Nederland. http://www.eshcc.eur.nl/fileadmin/ASSETS/eshcc/Onderzoek/CHC/Challenges_in_dealing_with_the_past_2011.pdf [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]
    • 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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1016/j.compedu.2011.12.006 [details]
    • Molenaar, I., Van Boxtel, C., & Sleegers, P. (2011). The effect of dynamic computerized scaffolding on collaborative discourse. In C. Delgado Kloos, D. Gillet, R. M. Crespo García, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning: 6th European Conference of Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011: proceedings (pp. 461-466). (Lecture Notes in Computer Science; Vol. 6964). Springer. https://doi.org/10.1007/978-3-642-23985-4_39 [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. https://doi.org/10.1007/s11251-010-9154-1 [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 University Press. https://doi.org/10.1017/CBO9780511974519.011 [details]
    • Schuitema, J., van Boxtel, C., Veugelers, W., & ten Dam, G. (2011). The quality of student dialogue in citizenship education. European Journal of Psychology of Education, 26(1), 85-107. Advance online publication. https://doi.org/10.1007/s10212-010-0038-1 [details]
    • 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). Erfgoed Nederland. http://www.eshcc.eur.nl/fileadmin/ASSETS/eshcc/Onderzoek/CHC/Challenges_in_dealing_with_the_past_2011.pdf [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]

    2010

    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. https://doi.org/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. http://www.history.org.uk/file_download.php?ts=1267550211&id=4789 [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. https://doi.org/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. https://doi.org/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]

    2005

    • van Drie, J. P., van Boxtel, C. A. M., & van der Linden, J. L. (2005). Historical reasoning in a computer-supported collaborative learning environment. In A. M. O' Donnell, C. E. Hmelo, & G. Erkens (Eds.), Collaborative learning, reasoning and technology (pp. 266-297). Lawrence Erlbaum Associates. [details]
    • van Drie, J. P., van Boxtel, C. A. M., Erkens, G., & Kanselaar, G. (2005). Using representational tools to support historical reasoning in Computer-supported Collaborative Learning. Technology, Pedagogy and Education, 14(1), 25-42. [details]
    • van Drie, J. P., van Boxtel, C. A. M., Kanselaar, G., & Jaspers, J. (2005). Effects of representational guidance on domain specific reasoning in CSCL. Computers in Human Behavior, 21(4), 575-602. https://doi.org/10.1016/j.chb.2004.10.024 [details]

    2004

    • van Boxtel, C. A. M. (2004). Studying peer interaction from three perspectives: the example of collaborative learning. In J. van der Linden, & P. Renshaw (Eds.), Learning: Shifting Perspectives to Learning, Instruction and Teaching (pp. 125-144). Dordrecht: Kluwer Academic Publishers. [details]
    • van Boxtel, C. A. M., & van Drie, J. (2004). Historical reasoning: a comparison of how experts and novices contextualise historical sources. International Journal of Historical Learning, Teaching and Research, 4(2), 89-97. [details]
    • van Drie, J., & van Boxtel, C. A. M. (2004). Enhancing collaborative historical reasoning by providing representational guidance. International Journal of Historical Learning, Teaching and Research, 4(2), 6-14. [details]

    2016

    2015

    2011

    2008

    2007

    • Kneppers, H. C., van Boxtel, C. A. M., & van Hout-Wolters, B. H. A. M. (2007). The road to transfer: a concept - and a context approach in the secondary school subject of Economics. In B. Csapó, & C. Csíkos (Eds.), Developing potentials for learning. Abstracts. 12th Biennial conference for research on learning and instruction, Budapest, Hungary, August 28-September 1, 2007 Szeged: Juhász Nyomda Szolgáltató Kft.. [details]

    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]

    2005

    • Kanselaar, G., van Boxtel, C. A. M., & van Drie, J. P. (2005). Using representational tools to support historical reasoning in CSCL. In E. De Corte, A. de Munter, M. Depaepe, B. Maes, G. (Series Eds.) Vandemeulebroecke, L. Verschaffel, G. Kanselaar, & M. (Vol. Eds.) Valckee (Eds.), Powerful environments for promoting deep conceptual and strategic learning (pp. 233-256). (Studia paedagogica; No. new series, 41). Leuven University Press. [details]
    • van Boxtel, C. A. M., & van Drie, J. P. (2005). Historische kennis en het contextualiseren van historische verschijnselen: een expert-novietenstudie. In M. Valcke, K. De Cock, D. Gombeir, & R. Vanderlinde (Eds.), Meten en Onderwijskundig Onderzoek; Proceedings van de 32e Onderwijs Research dagen 2005 (pp. 586-588). Universiteit Gent - Vakgroep Onderwijskunde. [details]
    • van Drie, J. P., van Boxtel, C. A. M., & Kanselaar, G. (2005). Ondersteuning van domein-specifiek redeneren in CSCL: Effecten van het samen maken van externe representaties op historisch redeneren. In M. Valcke, K. De Cock, D. Gombeir, & R. Vanderlinde (Eds.), Meten en Onderwijskundig Onderzoek; Proceedings van de 32e Onderwijs Research dagen 2005 (pp. 342-345). Universiteit Gent - Vakgroep Onderwijskunde. [details]

    2004

    • van Boxtel, C. A. M., & van Drie, J. (2004). Geschiedenis leren: kennis of vaardigheden? In T. Wubbels, & G. Kanselaar (Eds.), ORD 2004: Onderwijsonderzoek in Nederland en Vlaanderen Universiteit Utrecht. http://edu.fss.uu.nl/ord [details]

    2023

    2022

    2021

    2020

    2019

    2018

    2017

    2016

    2015

    • 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). Information Age Publishing. [details]
    • Logtenberg, A., & van Boxtel, C. (2015). Het stellen van historische vragen door leerlingen: een doel op zich? Hermes, 19(57), 1-12. [details]
    • Schep, M., van Boxtel, C., & Noordegraaf, J. (2015). Wat je kunt leren van een educatieve museumrondleiding. Cultuur + Educatie, 15(42), 33-54. [details]
    • van Boxtel, C. A. M. (2015). Vakdidactisch meesterschap. Amsterdam: University of Amsterdam.

    2014

    2013

    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. http://www.erfgoednederland.nl/upload/documenten/enmagazine_2010_3.pdf [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

    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). 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. 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]

    2004

    • van Boxtel, C. A. M., & van Drie, J. (2004). Historisch redeneren. Verschillen tussen beginners en experts. Kleio, 45(1), 8-14. [details]

    Prijs / subsidie

    • van Boxtel, C., Schuitema, J., van Schijndel, T. & Savenije, G. (2021). Teaching critical thinking about controversial issues: the potential of an integrative approach.
    • 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.

    Spreker

    • van Drie, J. (speaker), Prent, B. (speaker), Savenije, G. (speaker) & van Boxtel, C. (speaker) (14-8-2022). Fostering students’ historical reasoning in classroom discourse – a multi-perspective case study, EARLI SIG 20-26 Conference, Utrecht.
    • van der Eem, M. (speaker), van Drie, J. (speaker), Brand-Gruwel, S. (speaker) & van Boxtel, C. (speaker) (7-7-2022). Het beoordelen van de betrouwbaarheid van historische bronnen en internetbronnen: een vergelijking (paper presentation), Onderwijs Research Dagen 2022.
    • Klijnstra, T. (speaker), Ruijs, G. (speaker), Stoel, G. (speaker) & van Boxtel, C. (speaker) (25-3-2022). Symposium: Redeneren over maatschappelijke problemen: ontwikkeling en implementatie van didactische aanpakken bij Maatschappijwetenschappen, Symposium docenten Maatschappijwetenschappen: Redeneren over maatschappelijke problemen: ontwikkeling en implementatie van didactische aanpakken bij Maatschappijwetenschappen, Amsterdam.
    • van Boxtel, C. (speaker) (6-12-2021). Dialogic history education: potential and challenges, University of Cambridge.
    • van Boxtel, C. (speaker) (4-11-2021). Professionalisering van leraren mens- en maatschappijwetenschappen en talen: de kracht van professionele leergemeenschappen, OPERA Conferentie, Amsterdam.
    • van der Eem, M. (speaker), van Drie, J. (speaker), Brand-Gruwel, S. (speaker) & van Boxtel, C. (speaker) (1-9-2021). Evaluating the trustworthiness of (historical) sources. Designing and testing an intervention (presentation in symposium), HEIRNET.
    • van Drie, J. (speaker), Stoel, G. (speaker) & van Boxtel, C. (speaker) (23-8-2021). Using analogy for teaching causal reasoning in History. Paper presented at the Earli Conference, the19th Biennial Conference for Research on Learning and Instruction (EARLI 2021) [online], Gothenburg.
    • van der Eem, M. (speaker), van Drie, J. (speaker), Brand-Gruwel, S. (speaker) & van Boxtel, C. (speaker) (23-8-2021). Evaluating the trustworthiness of (historical) sources. Designing and testing an intervention (paper presentation), the19th Biennial Conference for Research on Learning and Instruction (EARLI 2021) [online], Gothenburg.
    • van der Eem, M. (speaker), van Drie, J. (speaker), Brand-Gruwel, S. (speaker) & van Boxtel, C. (speaker) (18-8-2021). Students evaluating the trustworthiness of historical and internet sources: a comparison (paper presentation), JURE 2021.
    • van Driel, J. (speaker), van Drie, J. (speaker) & van Boxtel, C. (speaker) (7-8-2021). The Effects of a Reading-to-Write Instruction in History, EARLI.
    • van Boxtel, C. (speaker) (9-7-2021). Curriculumonderzoek in de mens- en maatschappijvakken, Onderwijs Research Dagen, Utrecht.
    • van Boxtel, C. (speaker) (20-5-2021). Historical thinking and reasoning. What we know – what we need to know, VI International Conference of History Education.
    • van Boxtel, C. (speaker) (7-4-2021). Historical knowledge as a resource for understanding past, present and future. What type of knowledge are we talking about?, HEIRNET History and Citizenship Education Keynotes.
    • van der Eem, M. (speaker), van Drie, J. (speaker), Brand-Gruwel, S. (speaker) & van Boxtel, C. (speaker) (10-8-2019). To trust or not to trust? Grade 9 students' evaluation of the trustworthiness of sources (poster presentation), JURE 2019 JURE (Junior researchers' pre-conference of EARLI), Aachen.
    • van Boxtel, C. (speaker) (1-12-2017). Denkvaardigheden en begripskennis toetsen met authentieke taken., Symposium Maatschappijwetenschappen, Amsterdam.
    • van Boxtel, C. (speaker) (17-11-2017). Mixed-method approaches: design of authentic assessment tasks., Geschichtsdidaktik Tagung Eichstatt, Eichstatt.
    • van Boxtel, C. (speaker) (15-11-2017). The perspective of international history education research, Geschichtsdidaktik Tagung Eichstatt, Eichstatt.
    • van Boxtel, C. (speaker) (7-11-2017). Critical reflections on learning in museums., Museum Guides Now!, Amsterdam.
    • van Boxtel, C. (speaker) (1-11-2017). Authentieke toetstaken voor denkvaardigheden – Maatschappijwetenschappen., NRO Conferentie Onderwijs en Onderzoek, Amersfoort.
    • van Boxtel, C. A. M. (speaker) & van Drie, J. (speaker) (16-10-2017). Investigating historical reasoning in the classroom., Seminar Subject Specialism Research Group , London.
    • van Boxtel, C. (speaker) & van Drie, J. P. (speaker) (16-10-2017). Investigating historical reasoning in the classroom., Seminar of the History in Education Special Interest Group and the Institute of Education, University College London, London.
    • van Boxtel, C. (speaker) (28-9-2017). Metahistorische concepten in geschiedenisdidactiek en onderwijs., Conferentie Vakdidactiek Nederlands in onderwijs en onderzoek., Ravenstein.
    • van Boxtel, C. (speaker) (8-9-2017). Bridging the gap between theory and practice: the potential of a transdisciplinary approach in history education research, Geschichtsdidaktik Empirisch 17, Basel.
    • van Boxtel, C. (speaker) (30-8-2017). Making history relevant. Learning about the history of democracy through challenging group tasks., 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere.
    • van Boxtel, C. (speaker) (11-5-2017). Analyzing students' reasoning in the history classroom: using domain-specific and general educational theories., Symposium Triangulation in History Education Research., Salzburg.
    • van Boxtel, C. (speaker) (29-4-2017). Enrichment of history learning with challenging group tasks: effects on students' historical reasoning and knowledge., American Educational Research Association Annual Meeting, San Antonio.
    • van Boxtel, C. (speaker) (30-11-2016). Leren in de maatschappijvakken: lezen, schrijven en spreken of begrijpen en redeneren?, Werkconferentie Werken aan vaktaal, Amersfoort.
    • van Boxtel, C. (invited speaker) (2-7-2016). Developing tasks for the formative assessment of historical causal reasoning, International Expert Meeting Assessment of Historical Thinking, Hamburg.
    • van Boxtel, C. (invited speaker) (1-7-2016). Assessment of historical learning in the Netherlands and Flanders, International Expert Meeting Assessment of Historical Thinking, Hamburg.
    • van Boxtel, C. (speaker) (14-6-2016). Erfgoedobjecten en verhalen: de relatie tussen beleven en leren., Expertmeeting Erfgoedonderwijs, Utrecht. https://vakdidactiekgw.nl/verslag-expertmeeting-erfgoedonderwijs-juni-2016/
    • van Boxtel, C. (speaker) (8-6-2016). Multiperspectiviteit en erfgoededucatie, Meerstemmig Erfgoed, Genk. https://faro.be/projectendatabank/meerstemmig-erfgoed-multiperspectiviteit-in-erfgoededucatie
    • van Boxtel, C. (speaker) (4-3-2016). Onderwijzen van historisch denken en redeneren, VGN Geschiedenisconferentie, Rotterdam.
    • de Leur, T. L. (speaker), van Boxtel, C. A. M. (speaker) & Wilschut, A. H. J. (speaker) (8-9-2015). Knowledge, imagination, interest? Exploring the yields of empathy tasks, Paper presented at HEIRNET Conference (History Educaters Research Network), London, UK.
    • de Groot-Reuvekamp, M. J. (speaker), Ros, A. (speaker), van Boxtel, C. A. M. (speaker) & Oort, F. J. (speaker) (25-8-2015). Along which levels do primary school pupils develop their understanding of historical time?, 16th European Conference for Research on Learing and Instruction and the 19th Junior Researchers of EARLI (JURE) Conference: Towards a reflective society, Limassol.
    • de Groot-Reuvekamp, M. J. (speaker), Ros, A. (speaker), van Boxtel, C. (speaker) & Oort, F. (speaker) (17-6-2015). Niveaus van historisch tijdsbesef bij leerlingen in het basisonderwijs, Verleidend onderwijsonderzoek: de sleutel naar succes, Leiden.
    • van Boxtel, C. A. M. (speaker) (27-4-2015). History education research: the spaces in between history and educational research., Invited keynote at the Conference on history education research of the network of history education research in the Nordic countries, Karlstad.
    • van Boxtel, C. A. M. (speaker) (16-4-2015). Wetenschappelijke denk- en werkwijzen: werken met afbeeldingen en teksten, Lezing op de Zaakvakkenstudiedag: Wetenschap en technologie bij de zaakvakken, Utrecht, NL.
    • van Boxtel, C. A. M. (invited speaker) (4-3-2015). Teaching historical reasoning. From 'knowing that' to 'thinking with'., Invited lecture at the International Workshop HiTCH, Hamburg, Germany.
    • 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.
    • van Boxtel, C. A. M. (speaker) & van Drie, J. P. (speaker) (14-1-2015). 'Dat was in de tijd van de romeinen’. Hoe gaan leerlingen om met historische bronnen., Lezing op de AVL-Nascholing, Leuven Belgium.
    • van Boxtel, C. (speaker) (24-11-2014). Leren over erfgoed. Aanzet tot een leerlijn, Onderzoeksconferentie Cultuureducatie en Cultuurparticipatie LKCA, Utrecht, NL.
    • van Boxtel, C. A. M. (speaker) (1-9-2014). Onderzoek, opleiden en ontwikkeling vanuit ILO perspectief, Presentatie op de Startconferentie Academische Opleidingsschool Amsterdam, Amsterdam, NL.
    • van Drie, J. P. (speaker), Braaksma, M. A. H. (speaker) & van Boxtel, C. A. M. (speaker) (12-6-2014). Beter schrijven bij geschiedenis. Effecten van domeinspecifieke schrijfinstructie op tekstkwaliteit en historisch redeneren, Paper gepresenteerd tijdens Onderwijs Research Dagen, Groningen (NL).
    • Stoel, G. L. (speaker), van Drie, J. P. (speaker) & van Boxtel, C. A. M. (speaker) (4-4-2014). Teaching causal reasoning in history: The effects of explicit teaching and epistemological reflection in developing historical expertise, Paper presented at the annual meeting of the American Educational Research Association (AERA), Philadelphia, USA. http://www.aera.net/Publications/OnlinePaperRepository/AERAOnlinePaperRepository/tabid/12720/Default.aspx
    • van Boxtel, C. A. M. (speaker) & van Drie, J. P. (speaker) (6-12-2013). Engaging students in historical reasoning: the need for dialogic history education, Paper presented at the International Seminar Research in Historical Culture and History Education, Madrid (Es).
    • van Boxtel, C. A. M. (invited speaker) (15-11-2013). Van geschiedenis geven naar geschiedenis doen. Historisch redeneren als kernactiviteit in de geschiedenisles, Openingslezing Studiedag VGN-commissie Pabo, Amsterdam.
    • van Boxtel, C. A. M. (invited speaker) (9-11-2013). Denken met historische kennis, Slotlezing VGN Didactiekconferentie, Vught (NL).
    • van Drie, J. P. (speaker), van Boxtel, C. A. M. (speaker) & Braaksma, M. A. H. (speaker) (31-8-2013). Writing in history: Effects of writing instruction on historical reasoning and text quality, Paper presented at the 15th biennial EARLI Conference for Research on Learning and Instruction, München (D).
    • van Boxtel, C. A. M. (speaker) & van Drie, J. P. (speaker) (30-8-2013). Knowledge and strategies that afford historical contextualization, Paper presented at the 15th biennial EARLI Conference for Research on Learning and Instruction, München (D).
    • Stoel, G. L. (speaker), van Drie, J. P. (speaker) & van Boxtel, C. A. M. (speaker) (26-8-2013). Teaching towards expertise in history: Developing students’ historical reasoning ability, paper presented at JURE pre-conference of the European Association for Research in Learning and Instruction (EARLI), Munich. http://www.earli2013.org/media/documents/JURE_2013_program_website_08_08.pdf
    • van Boxtel, C. A. M. (invited speaker) (7-6-2013). Teaching history with heritage: can we create good practices?, Keynote at the International Conference 'Tangible Pasts? Questioning heritage education', Rotterdam (NL).
    • van Boxtel, C. A. M. (speaker) (26-3-2013). Waarom staat dat gebouw daar, midden in ons dorp? De betekenis van erfgoededucatie in het onderwijs, Lezing op de Inspiratiemiddag Omgevingseducatie, Hilversum (NL).
    • van Boxtel, C. A. M. (speaker) (20-3-2013). Zicht op erfgoededucatie, Lezing Fontys Master Kunsteducatie, Tilburg (NL).
    • van Boxtel, C. A. M. (speaker) (8-2-2013). National history in the Dutch curriculum: grand narrative, threading beads or exemplar?, Paper presented at the Swiss Congress of Historical Science, Freiburg, Switzerland.
    • van Boxtel, C. A. M. (speaker) & Savenije, G. (speaker) (5-11-2012). Erfgoed als primaire bron voor instructie: verbeelden, onderzoeken en betekenis geven, Presentatie op de Landelijke Netwerkdag Erfgoededucatie, Lelystad, NL.
    • van Boxtel, C. A. M. (speaker), Braaksma, M. A. H. (speaker) & van Drie, J. P. (speaker) (31-10-2012). Bevorderen van schrijven bij geschiedenis, Ronde Tafel tijdens de Landelijke werkconferentie van Platform Taalgericht Vakonderwijs, Zeist.
    • van Boxtel, C. A. M. (speaker) & van Drie, J. P. (speaker) (5-10-2012). Wegwijs in vakdidactisch onderzoek, Presentatie op de LEMM-conferentie (Landelijk Expertisecentrum Mens- en Maatschappijvakken), Utrecht, NL.
    • van Boxtel, C. A. M. (invited speaker) (29-8-2012). Heritage as a resource for history learning: opportunities and challenges, Invited lecture at the Research School of Studies in Cultural History Seminar, Stockholm, Sweden.
    • van Drie, J. P. (speaker), Havekes, H. (speaker) & van Boxtel, C. A. M. (speaker) (16-4-2012). Pedagogies integrating knowing and doing history. The role of the task and the teacher, Paper presented in Symposium at the 2012 AERA Annual Meeting (American Educational Research Association): Non satis scire, Vancouver (BC), Canada. http://www.aera.net/Portals/38/docs/Annual_Meeting/Final%20Program/ProgramSchedule.pdf
    • van Boxtel, C. A. M. (speaker) (12-3-2012). Erfgoededucatie, Openingslezing symposium Erfgoed- en kunsteducatie verenigd, Den Bosch, NL.
    • van Boxtel, C. A. M. (invited speaker) (16-2-2012). Historical reasoning. Indispensable for students’ engagement with the past in and outside the classroom, Invited key-note at the International Conference Geschichtsdidaktik Empirisch 12, Basel, Switzerland.
    • van Drie, J. P. (speaker) & van Boxtel, C. A. M. (speaker) (14-2-2012). Discussing historical significance in the classroom, Paper presented at GDE12 (Geschichts Didactik Empirisch), Basel, Switzerland. http://www.geschichtsdidaktik-empirisch.ch/gde12/abstracts
    • van Boxtel, C. A. M. (speaker) (1-2-2012). Historical images as mediational tools in collaborative history learning, Paper presented at the mini-Symposium organised at the Research Institute Child Development and Education, University of Amsterdam, Amsterdam, NL.
    • van Boxtel, C. A. M. (speaker) (27-1-2012). Taalrijk geschiedenisonderwijs: taalproblemen als uitdaging, Lezing op het 1e Nationale docentencongres geschiedenis, Malmberg, Den Bosch, NL.
    • van Boxtel, C. A. M. (speaker) (23-11-2011). Wat is de definitie van erfgoededucatie?, Lezing bij Erfgoedarena, Amsterdam (NL).
    • van Boxtel, C. A. M. (speaker) (18-11-2011). Het gebruik van canons in erfgoededucatie, Symposium Kruidnagels, kanonnen en canons, georganiseerd door het Landelijk Steunpunt Educatie Molukkers, Amsterdam (NL).
    • Klein, S. (speaker) & van Boxtel, C. A. M. (speaker) (18-11-2011). Heritage, identity and the creation of meaning, Workshop presented at Masterclass Heritage Education, Amsterdam (NL).
    • van Boxtel, C. A. M. (speaker) (17-11-2011). What’s in a name? The multiple meanings of heritage education, Presentation at the International expertmeeting Theorizing and exploring opportunities of heritage education, Amsterdam (NL).
    • van Boxtel, C. A. M. (speaker) (14-10-2011). Erfgoed als venster op nationale en wereldgeschiedenis: Het slavernijverleden in de geschiedenisles, Nascholingsdag Geschiedenis EUR, Rotterdam (NL).
    • van Boxtel, C. A. M. (speaker) (11-10-2011). Erfgoededucatie, Beleidsoverleg Directie Cultureel Erfgoed, Ministerie OCW, Den Haag (NL).
    • van Boxtel, C. A. M. (speaker) (6-10-2011). History teacher education in the Netherlands. Invited lecture, Paper presented at Konferenz fur Geschichtsdidaktik, Augsburg (D).
    • van Boxtel, C. A. M. (invited speaker) & van Drie, J. P. (invited speaker) (30-8-2011). Enhancing domain-specific discourse in the classroom: the example of historical reasoning. Invited Keynote speech, Invited Keynote at EARLI-Conference (European Association for Research on Learning and Instruction), Exeter (UK.
    • van Drie, J. P. (speaker), van Boxtel, C. A. M. (speaker) & Stam, B. A. (speaker) (30-8-2011). Enhancing students’ historical reasoning in the classroom: the potential of discussing historical significance, Paper presented at EARLI (European Association for Research on Learning and Instruction), Exeter (UK).
    • Kropman, M. C. M. (speaker), van Boxtel, C. A. M. (speaker) & van Drie, J. P. (speaker) (30-8-2011). Students’ knowledge of the national past: a shared frame of reference? Round Table, Round table presentation at the EARLI (European Association for Research on Learning and Instruction), Exeter (UK).
    • van Boxtel, C. A. M. (speaker) (24-6-2011). Van vaderlandse geschiedenis tot canon. Het voortdurende debat over nationale geschiedenis in Nederland, KNAW, SWR Hendrik Muller Zomer Seminar, Leusden, NL.
    • van Boxtel, C. A. M. (speaker) (18-4-2011). Kwaliteitscriteria voor erfgoededucatie, Presentatie op de Expertmeeting Kwaliteitscriteria Erfgoededucatie, Amsterdam (NL).
    • van Boxtel, C. A. M. (speaker), van Drie, J. P. (speaker) & Havekes, H. (speaker) (8-4-2011). Contextualisation as a key-component of historical thinking: Dutch experiences, Paper presented at AERA (Annual meeting of the American Educational Research Association), New Orleans (USA).
    • Logtenberg, A. (speaker), van Boxtel, C. A. M. (speaker) & van Hout-Wolters, B. H. A. M. (speaker) (8-4-2011). Indicators of students' ability to formulate questions in history, Paper presented at AERA (Annual meeting of the American Educational Research Association), New Orleans (USA).
    • van Boxtel, C. A. M. (speaker) (20-1-2011). Erfgoededucatie. Wat wordt eigenlijk geleerd?, Symposium Jongeren en Monumenten, Amsterdam (NL).
    • van Boxtel, C. A. M. (speaker) (7-12-2010). Erfgoededucatie: ervaren en betekenis geven, Presentatie op de Digitaal Erfgoedconferentie. Lange leve leren!, Rotterdam, NL.
    • van Boxtel, C. A. M. (speaker) (22-8-2010). Experiencing the past outside school. Towards a framework for heritage education, Paper presented at the 21st International Congress of Historical Sciences, Amsterdam, NL.
    • Logtenberg, A. (speaker), van Boxtel, C. A. M. (speaker), van Hout-Wolters, B. H. A. M. (speaker) & Schellings, G. L. M. (speaker) (19-7-2010). The underlying process of students' questions in history, Paper presented at JURE (Junior Researchers of EARLI) Conference, Goethe University of Frankfurt, Frankfurt (D).
    • Molenaar, I. (speaker), van Boxtel, C. A. M. (speaker) & Sleegers, P. J. C. (speaker) (27-5-2010). Analyzing the metacognitive process from different angles; Three methods of process analysis compared, Symposium New Methods to Analyze Metacognitive and Self Regulation Processes, 4th Biennial Meeting of the EARLI Special Interest Group 16 “Metacognition”, Munster, Germany.
    • Molenaar, I. (speaker), van Boxtel, C. A. M. (speaker) & Sleegers, P. J. C. (speaker) (27-5-2010). The nature and development of distributed metacognition in group learning processes, Paper presented at the Symposium Metacognition in Collaborative Learning, 4th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Munster, Germany.
    • van Boxtel, C. A. M. (speaker) & Logtenberg, A. (speaker) (25-5-2010). Familiar and yet strange: a casestudy on how students deal with a concept that has a different meaning when applied to present and historical situations, Paper presented at the 7th Biennial Meeting of the EARLI SIG on Conceptual Change, Leuven (B).
    • Molenaar, I. (speaker), van Boxtel, C. A. M. (speaker) & Sleegers, P. J. C. (speaker) (1-5-2010). Scaffolding socially shared metacognition: Effects on learning process and learning outcomes, Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Denver (CO), USA.
    • van Boxtel, C. A. M. (speaker) & van Drie, J. P. (speaker) (30-4-2010). An Integrative framework for studying students’ historical reasoning, Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Denver (USA).
    • van Boxtel, C. A. M. (speaker) & Savenije, G. (speaker) (7-4-2010). Erfgoededucatie in de multiculturele klas, Presentatie op de Conferentie Pabonetwerken Natuur, Milieu & Techniek, Aardrijkskunde en Geschiedenis: De Rijke Leeromgeving, Utrecht.
    • van Boxtel, C. A. M. (speaker) (22-3-2010). Something to talk about: the potential of a dynamic approach to heritage in heritage education, Presentation at Euroclio 17th Annual International Professional Development Conference, Nijmegen, NL.
    • van Boxtel, C. A. M. (speaker) & van Drie, J. P. (speaker) (21-11-2009). Taalgericht geschiedenisonderwijs (workshop), VGN didactiekconferentie, Vught (NL).
    • van Boxtel, C. A. M. (speaker) & van Drie, J. P. (speaker) (15-10-2009). Analyzing students’ historical reasoning, The professional teaching of History: German and Dutch Perspectives, Amsterdam (NL).
    • 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. (speaker) & Sleegers, P. J. C. (speaker) (26-8-2009). Scaffolding socially shared metacognition in an innovative learning arrangement, Paper presented at the 13th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam.
    • Molenaar, I. (speaker), van Boxtel, C. (speaker) & Sleegers, P. J. C. (speaker) (26-8-2009). Processes of socially shared metacognition in an innovative learning arrangement, Paper presented at the 13th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam.
    • 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).
    • van Drie, J. P. (speaker) & van Boxtel, C. A. M. (speaker) (25-8-2009). Whole-class discussions in history: Engaging students in collaborative historical reasoning, 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners.
    • van Drie, J. P. (speaker) & van Boxtel, C. A. M. (speaker) (25-8-2009). A theoretical framework for analyzing historical reasoning, 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).
    • Molenaar, I. (speaker), van Boxtel, C. (speaker) & Sleegers, P. J. C. (speaker) (28-5-2009). Scaffolding metacognition in primary education, Paper presented at the Onderwijs Research Dagen ORD) 2009, Leuven, Belgium.
    • 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).
    • Molenaar, I. (speaker), van Boxtel, C. (speaker) & Sleegers, P. J. C. (speaker) (14-4-2009). Scaffolding socially shared metacognition, Paper presented at the Annual meeting of the American Educational Research Association (AERA), San Diego, USA.
    • 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). http://sig16.uoi.gr/docs/SIG16_PROGRAM_&_ABSTRACT_BOOK.pdf
    • 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).
    • van Drie, J. P. (speaker) & van Boxtel, C. A. M. (speaker) (26-3-2007). Co-construction in small groups and whole-class discussions, UK/NL ‘Thinking Together’ Research Meeting, Cambridge (UK).
    • van Boxtel, C. A. M. (speaker) & van Drie, J. P. (speaker) (28-2-2007). Historical reasoning. Towards a framework for analyzing historical reasoning, Studiedag voor lerarenopleiders, leerkrachten en docenten geschiedenis: On the reading of historical texts in history education: challenges and pitfalls, Leuven (B).
    • 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.
    • van Boxtel, C. A. M. (speaker) & van Drie, J. P. (speaker) (1-6-2005). Historische kennis en het contextualiseren van historische verschijnselen: een expert-novietenstudie, 32e Onderwijs Research Dagen 2005, Gent (BE).
    • van Drie, J. P. (speaker), van Boxtel, C. A. M. (speaker) & Kanselaar, G. (speaker) (1-6-2005). Ondersteuning van domein-specifiek redeneren in CSCL: Effecten van het samen maken van externe representaties op historisch redeneren, 32e Onderwijs Research Dagen 2005, Gent (BE).
    • van Boxtel, C. A. M. (speaker) & van Drie, J. (speaker) (12-7-2004). Historical reasoning: a comparison of how experts and novices contextualise historical sources, Historical Education International Research Network (HEIRNET) Conference, Ambleside (GB).
    • van Boxtel, C. A. M. (speaker) & van Drie, J. (speaker) (9-6-2004). Geschiedenis leren: kennis of vaardigheden?, Onderwijs Research Dagen 2004, Utrecht (NL).
    • van Boxtel, C. A. M. (speaker), van Drie, J. (speaker) & Kanselaar, G. (speaker) (12-4-2004). Using representational tools to support historical reasoning in CSCL, American Educational Research Association (AERA) Conference, San Diego (USA).

    Andere

    • van Boxtel, C. (organiser) & van Drie, J. (organiser) (1-9-2021). HEIRNET. Symposium Pedagogical approaches that make historical thinking and reasoning skills explicit: insights from four intervention studies. (organising a conference, workshop, ...).
    • Sendur, K. A. (participant), van Drie, J. (participant) & van Boxtel, C. (participant) (1-9-2021). HEIRNET. The effects of explicit instruction in historical contextualization on the quality of students’ written historical reasoning. Paper (participating in a conference, workshop, ...).
    • van Boxtel, C. (organiser), van Drie, J. (organiser) & Voet, M. (organiser) (9-9-2019 - 10-9-2019). Enhancing historical reasoning: Measuring and developing students’ epistemological understanding., Amsterdam (organising a conference, workshop, ...).
    • van Boxtel, C. (organiser) (24-11-2014). Onderzoeksconferentie Cultuureducatie en Cultuurparticipatie, Utrecht, NL. Leren met en over erfgoed in het museum: opbrengsten en leerlijnen (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. Beoordelingsinstrumenten in de kunstvakken (organising a conference, workshop, ...).
    • Abrantes Garcêz Palha, S. (participant), Schuitema, J. A. (participant), van Boxtel, C. A. M. (participant) & Peetsma, T. (participant) (28-6-2014 - 30-6-2017). Onderwijs Research Dagen (ORD) 2017, Antwerpen. Bevordering van excellentie: effecten van een geïntegreerd verrijkingsprogramma voor wiskunde en geschiedenis (organising a conference, workshop, ...).
    • van Boxtel, C. A. M. (organiser) (13-6-2014). Symposium op de Onderwijs Research Dagen, Groningen (NL). Excellentie bevorderen in basis- en voortgezet onderwijs: effecten van verschillende aanpakken (organising a conference, workshop, ...).
    • van Boxtel, C. A. M. (participant) (5-10-2012). Landelijk Expertisecentrum Mens- en Maatschappijvakken, Utrecht, NL. Symposium Investeren in vakdidactiek! De mens- en maatschappijvakken op een hoger plan (participating in a conference, workshop, ...).
    • van Boxtel, C. A. M. (participant) (22-6-2012). Cultuurnetwerk Nederland – Erasmus Schoolf for History, Culture and Communication (EUR), Rotterdam, NL. Onderzoeksconferentie Cultuureducatie (participating in a conference, workshop, ...).
    • van Boxtel, C. A. M. (participant) (22-6-2012). Onderzoeksconferentie Cultuureducatie, Rotterdam, NL. Symposium Betekenisvol leren in kunst- erfgoed- en media-educatie (participating in a conference, workshop, ...).
    • van Boxtel, C. A. M. (participant) (30-3-2012). VGN – KNHG-conferentie (Vereniging van docenten in geschiedenis en staatsinrichting (VGN) en Koninklijk Nederlands Historisch Genootschap (KNHG)), Den Haag, NL. Conferentie De klas, wetenschap en de wereld. Het mondiale perspectief in onderwijs en onderzoek (participating in a conference, workshop, ...).
    • Abrantes Garcêz Palha, S. (participant) & van Boxtel, C. A. M. (participant) (1-2-2012). Mini-Symposium organised at the Research Institute Child Development and Education, University of Amsterdam, Amsterdam, NL. Historical sources in Mathematics and History class: what can we learn from each other's research? (participating in a conference, workshop, ...).
    • van Boxtel, C. A. M. (participant), van Drie, J. P. (participant) & Stam, B. A. (participant) (30-8-2011 - 3-9-2011). Symposium organized at the EARLI Conference, University of Exeter, August 30 - September 3, 2011, Exeter (UK). Understanding and improving students’ thinking and reasoning about the past (participating in a conference, workshop, ...).
    • van Boxtel, C. A. M. (other) (2011). Lid Comissie van Aanbeveling, Vereniging Cultuurprofielscholen (other).
    • van Boxtel, C. A. M. (other) (2011). Voorzitter vakcommissie geschiedenis, Beoordeling landelijke toets kennisbasis voor geschiedenisleraren in opleiding. Project 10 voor de leraar, HBO-Raad (other).
    • van Boxtel, C. A. M. (other) (2011). Lid Commissie van Advies, Reinwardt Academie (other).
    • 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. Understanding and improving historical reasoning in the classroom (participating in a conference, workshop, ...).

    2017

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  • Nevenwerkzaamheden
    • Vereniging Cultuur Profiel Scholen
      Lid Commissie van Aanbeveling en Advies