I work as an associate professor at the Research Institute of Child Development and Education of the University of Amsterdam.
My main research focus is the learning and teaching of history. What constitutes historical reasoning and how can it be enhanced in the classroom? In my research I focus on various aspects of historical reasoning (i.e., causal reasoning, historical significance) and on various didactical approaches (i.e., domain-specific writing, groupwork, whole-class discussions). I am especially interested in the role of language in history.
Next to these research activities, I work as a teacher trainer in the Graduate School of Child Development and Education and I partcipate in the Dutch Centre for Social Studies Education.
Van Drie, J., van Driel, J., & van Weijen, D. (2021). Developing students' writing in History: Effects of a teacher-designed domain-specific writing instruction. Journal of Writing Research, 13(2), 201-229. https://doi.org/10.17239/jowr-2021.13.02.01
Van Boxtel, C. & van Drie, J. (2018). Historical Reasoning: Conceptualizations and Educational Applications. In: S. Metzger & L. Harris (Eds). International Handbook of History Teaching and Learning. pp. 149-176. New York, Wiley-Blackwell.
Van Drie, J., Janssen, T., & Groenendijk, T. (2018). Effects of writing instruction on adolescents’ knowledge of writing and text quality in History. Contribution to a special issue in honor of Gert Rijlaarsdam. Making Connections: Studies of Language and Literature Education. L1-Educational Studies in Language and Literature, 18, 1-28. doi: 10.17239/L1ESLL-2018.18.03.08
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.) International Handbook of Research in Historical Culture and Education. Hybrid Ways of Learning History. pp. 573-589. Palgrave Handbooks.
Van Drie, J., Janssen, T., & Groenendijk, T. (2017). Improving writing in social studies through professional development: Effects on teachers’ beliefs, classroom practice and students’ writing. European Journal for Applied Linguistics. 5(2), 273-308. doi: 10.1515/eujal-2017-0009
Van Drie, J. & van de Ven, P.-H. (2017). Moving ideas. An exploration of students’ use of dialogue for writing in history. Language and Education, 31(6), 526-542. doi: 10.1080/09500782.2017.1326504
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
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
Van Drie, J., & Dekker, R. (2013). Theoretical Triangulation as an approach for revealing the complexity of a classroom discussion. British Educational Research Journal, 39(2), 338-360. doi: 10.1080/01411926.2011.652069
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.
Van Drie, J., Van Boxtel, C., Jaspers, J., & Kanselaar, G. (2005). Effects of representational guidance on domain specific reasoning in CSCL. Computers in Human Behavior, 21 (4), 575-602.
Jannet van Drie, Gerhard Stoel (RUN), Arthur Chapman (UK), Nicole Brauch (Dld)
In several countries we test a didactical approach to improve students (lower secondary) causal reasoning abilities.
Jannet van Drie, Daphne van Weijen, 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 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 kind of instructions 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. In addition we are investigating students’ writing processes.
See publications: van Drie, Braaksma & van Boxtel (2015)
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)
Jannet van Drie & Gerhard Stoel
Historische redeneervaardigheden vormen een centraal onderdeel in het havo-examenprogramma geschiedenis. Geschiedenisdocenten geven aan het lastig te vinden om historische redeneerwijzen op systematische wijze te onderwijzen. Dit project richt zich op het vergroten van de (kennis van) het onderwijzen van causaal redeneren. We onderzoeken in hoeverre analyse van leerlingantwoorden op basis van een theoretisch raamwerk en het vertalen van deze inzichten in lessen de doceervaardigheden van docenten versterken. Daarnaast verkennen we de kwaliteit van de lessen en didactiek vanuit leerlingperspectief.
Jannet van Drie, Talita Groenendijk, Martine Braaksma & Tanja Janssen
Het project heeft als doel de schrijfvaardigheid van leerlingen binnen de m&m-vakken te verbeter, zodanig dat vakspecifiek denken en redeneren en schrijfvaardigheid verbeteren. De focus ligt daarbij op drie taaldenkhandelingen: vergelijken, verklaren en argumenteren. Op basis van vijf uitgangspunten voor effectief schrijfonderwijs ontwikkelen twaalf docenten geïntegreerde schrijflessen (aardrijkskunde, ckv, economie, geschiedenis, filosofie en maatschappijwetenschappen, in nauwe samenwerking met Nederlands).
Zie voor publicatie en website: http://www.expertisecentrum-mmv.nl/index.php/schrijven_in_de_klas_doel_project
Shifting lenses. Multiperspectivity and narratives of the Dutch past in secondary history education.
Marc Kropman (UvA). Supervisors: Carla van Boxtel & Jannet van Drie
Finished: 2021, 12 oktober. Dissertation: https://dare.uva.nl/search?identifier=207cd5bd-3b0c-4e33-ba69-2428c08edbda
Promoting written historical reasoning among undergraduate L2 students
Kristin Sendur (UvA). Supervisors: Carla van Boxtel & Jannet van Drie
Finished: 2021, 15 april. Dissertation: https://dare.uva.nl/search?field1=keyword;value1=promoting%20written%20historical%20reasoning;docsPerPage=1;startDoc=1
Observing history teaching: Historical thinking and reasoning in the upper secondary classroom
Susanna Margret Gestsdottir (UvA). Supervisors: Carla van Boxtel & Jannet van Drie
Finished: 2021, 8 maart. Dissertation: https://dare.uva.nl/search?field1=keyword;value1=observing%20history%20teaching;docsPerPage=1;startDoc=1
Teaching towards historical expertise. Developing students’ ability to reason causally in history.
Gerhard Stoel (UvA). Supervisors: Carla van Boxtel & Jannet van Drie
Finished: 2017, 14 november. Dissertation: https://dare.uva.nl/search?identifier=1cfaaed8-9929-462e-b2e0-ad1945f1f034
Scaffolding van kleine heterogene leerling-groepen tijdens discussies over wiskunde.
Calor, Sharon (UvA). Supervisors: Prof. Dr. M. Volman. Co-supervisors: Dr. R. Dekker & Dr. J. van Drie.
Assessment of students' causal reasoning in history
Uddhava Rozendal (UvA). Supervisors: Carla van Boxtel & Jannet van Drie
Redeneren over historische significantie. Een onderzoek naar de impact van een lees- en schrijfinstructie bij geschiedenis.
Johan van Driel (UvA). Supervisors: Carla van Boxtel & Jannet van Drie
Media wise through meaningful history education
Maartje van der Eem (UvA). Supervisors: Carla van Boxtel, Saskia Brand-Gruwel & Jannet van Drie
Enhancing the ability to empathize in history education
Hanneke Bartelds (UvA). Supervisors: Carla van Boxtel, Geerte Savenije & Jannet van Drie
Leren schrijven en schrijvend leren bij geschiedenis en filosofie.
Lieke Holdinga (UvA). Supervisors: Gert Rijlaarsdam, Tanja Janssen & Jannet van Drie
Gevoelige onderwerpen in de klas
Bregje Prent (UvA). Supervisors: Carla van Boxtel, Geerte Savenije & Jannet van Drie
The Dutch Centre for Social Studies Education aims to improve education in geography, history and civics in primary and secondary schools. It conducts research andprovides services to teacher trainers, teachers, curriculum developers and policy makers. The centre was established in Amsterdam in 2007 by the Graduate School of Teaching and Learning of the University of Amsterdam , VU University of Amsterdam, Hogeschool van Amsterdam and IPABO. Until 2009 it is funded by the Dutch Ministry of Education, Culture and Science. The centre is organized in three departments: geography, history and civics.
Questions that are addressed in projects of the centre are:
Which content knowledge and pedagogical content knowledge do geography, history and civics teachers need to posses and how can this knowledge base be developed and assessed? How can we measure primary and secondary school students' historical knowledge and ability to think and reasonin historically? How can we improve coherence in the geography education curriculum for primary and secondary schools? How are citizenships goals and competences conceptualized within the literature on history, geography and civics education? How can we support student teachers in doing research?
In a current project we focus on the role of writing in the social sciences.
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; see also Van Boxtel, C. & van Drie, J. (2018). Historical Reasoning: Conceptualizations and Educational Applications. In: S. Metzger & L. Harris (Eds). International Handbook of History Teaching and Learning. pp. 149-176. New York, Wiley-Blackwell.
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.
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. media, museums, and commemorations) and the social groups students participate in.
Publicaties
Handreikingen voor opleiders en docenten (te downloaden via de website van het Landelijk Expertisecentrum Mens- en Maatschappijvakken https://www.expertisecentrum-mmv.nl/algemeen/publicaties/
Van Drie, J., Groenendijk, T., Braaksma, M., & Janssen, T. (2016). Genrespecifiek schrijven in de mens- en maatschappijvakken. Negen lesontwerpen onderzocht. Amsterdam: Landelijk Expertisecentrum Mens- en Maatschappijvakken.
Van Drie, J. (red). (2015).Verbeteren van schrijfvaardigheid in de mens- en maatschappijvakken. Handreiking voor opleiders en docenten. Amsterdam: Landelijk Expertisecentrum mens- en maatschappijvakken.
Stam, B. & Van Drie, J. (2013). Talige dimensies van het geschiedenisonderwijs. Een casestudy. Landelijk Expertisecentrum Mens- en Maatschappijvakken & Kenniscentrum Educatie Hogeschool Utrecht.
Van Drie, J. (red). (2012). Taalgericht vakonderwijs in de mens- en maatschappijvakken. Handreiking voor opleiders en docenten. Amsterdam: Landelijk Expertisecentrum mens- en maatschappijvakken.
Overige publicaties
Genrespecifiek schrijven in de mens- en maatschappijvakken. Website met lesmaterialen en video's: https://www.expertisecentrum-mmv.nl/project-schrijven/
Van Drie, J., Janssen, T., Westerhout, A., & Groenendijk, T. (2020). Leren schrijven bij geschiedenis: een praktijkgericht onderzoek. Dimensies. Tijdschrift voor didactiek van de Mens- en Maatschappijvakken, 1(2), 4-21. (www.dimensies.nu).
Van Drie, J., & Groenendijk, T. (2016). Aandacht voor schrijven in de vaklessen. Didaktief, 46(6), 42-43.
Van Drie, J., van Driel, J., Westerhout, A., & Egberink, R. (2016). Aandacht voor schrijven in de geschiedenisles. Vijf principes en drie voorbeelden. Kleio 57(4), 32-37.
Van Drie, J., Braaksma, M. & Van Boxtel, C. (2014). Beter schrijven bij geschiedenis. Effecten van schrijfinstructie op algemene tekstkwaliteit en historisch redeneren. Levende Talen Tijdschrift, 15(3), 3-11.
De lessenserie 'Nederland als democratie' handelt over de ontwikkeling van de Nederlandse democratie van 1795 tot heden. Centraal staat het begrip historische significantie: welke persoon of gebeurtenis was het meest belangrijk voor de ontwikkeling van de democratie en waarom? De lessenserie is ontwikkeld voor 4 vwo, in het kader van een onderzoeksproject. Alle materialen van de lessenserie, inclusief de docentenhandleiding en bronnen zijn hieronder te vinden.