Carla van Boxtel
Carla van Boxtel
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Cited by
Cited by
Collaborative learning tasks and the elaboration of conceptual knowledge
C Van Boxtel, J Van der Linden, G Kanselaar
Learning and instruction 10 (4), 311-330, 2000
Historical reasoning: Towards a framework for analyzing students’ reasoning about the past
J Van Drie, C Van Boxtel
Educational Psychology Review 20, 87-110, 2008
Collaborative concept mapping: Provoking and supporting meaningful discourse
C Van Boxtel, J van der Linden, E Roelofs, G Erkens
Theory into practice 41 (1), 40-46, 2002
Effects of representational guidance on domain specific reasoning in CSCL
J van Drie, C van Boxtel, J Jaspers, G Kanselaar
Computers in Human behavior 21 (4), 575-602, 2005
Collaborative concept learning: Collaborative learning tasks, student interaction and the learning of physics concepts
CAM van Boxtel
ICO, 2000
“That's in the time of the Romans!” Knowledge and strategies students use to contextualize historical images and documents
C Van Boxtel, J van Drie
Cognition and Instruction 30 (2), 113-145, 2012
Metacognitive scaffolding in an innovative learning arrangement
I Molenaar, CAM van Boxtel, PJC Sleegers
Instructional Science 39, 785-803, 2011
Historical reasoning: Conceptualizations and educational applications
C Van Boxtel, J Van Drie
The Wiley international handbook of history teaching and learning, 149-176, 2018
Dynamic scaffolding of socially regulated learning in a computer-based learning environment
I Molenaar, C Roda, C van Boxtel, P Sleegers
Computers & Education 59 (2), 515-523, 2012
Teaching towards historical expertise. Developing a pedagogy for fostering causal reasoning in history
GL Stoel, JP Van Drie, CAM Van Boxtel
Journal of Curriculum Studies 47 (1), 49-76, 2015
The effects of explicit teaching of strategies, second-order concepts, and epistemological underpinnings on students’ ability to reason causally in history.
GL Stoel, JP van Drie, CAM Van Boxtel
Journal of Educational Psychology 109 (3), 321, 2017
Metacognitive scaffolding during collaborative learning: A promising combination
I Molenaar, P Sleegers, C van Boxtel
Metacognition and learning 9, 309-332, 2014
The effects of scaffolding metacognitive activities in small groups
I Molenaar, CAM Van Boxtel, PJC Sleegers
Computers in Human Behavior 26 (6), 1727-1738, 2010
Toward historical perspective taking: Students’ reasoning when contextualizing the actions of people in the past
T Huijgen, C Van Boxtel, W van de Grift, P Holthuis
Theory & Research in Social Education 45 (1), 110-144, 2017
The understanding of historical time in the primary history curriculum in England and the Netherlands
MJ De Groot-Reuvekamp, C Van Boxtel, A Ros, P Harnett
Journal of Curriculum Studies 46 (4), 487-514, 2014
The use of textbooks as a tool during collaborative physics learning
C Boxtel, J van der Linden, G Kanselaar
The Journal of Experimental Education 69 (1), 57-76, 2000
Knowing and doing history: A conceptual framework and pedagogy for teaching historical contextualisation
H Havekes, P Arno-Coppen, J Luttenberg
History Education Research Journal 11 (1), 72-93, 2012
‘I saw angry people and broken statues’: historical empathy in secondary history education
T De Leur, C Van Boxtel, A Wilschut
British Journal of Educational Studies 65 (3), 331-352, 2017
Historical reasoning in the classroom
C Van Boxtel, J Van Drie
Teaching History 150, 44-52, 2013
Scaffolding of small groups’ metacognitive activities with an avatar
I Molenaar, MM Chiu, P Sleegers, C van Boxtel
International journal of computer-supported collaborative learning 6, 601-624, 2011
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