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Dr. J.P. (Jannet) van Drie

Faculteit der Maatschappij- en Gedragswetenschappen
Programme group: Domain Specific Learning
Fotograaf: Ron Koffeman

Bezoekadres
  • Nieuwe Achtergracht 127
  • Kamernummer: 8.15
Postadres
  • Postbus 15776
    1001 NG Amsterdam
  • Profiel

    Professional activities

    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.

    Key Publications

    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.

  • Projects

    Improving causal reasoning

    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.

    Improving students' writing in History

    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)

    Historical contextualization: underlying knowledge and strategies

    Carla van Boxtel & Jannet van Drie

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

    See publications: Van Boxtel & Van Drie (2013)

     

    De feiten voorbij. Analyse van causaal redeneren van havo-leerlingen als basis voor lessen op maat. (NRO-kortlopend praktijkonderzoek 2016-2017)

    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.

     

    Bevorderen van genrespecifieke teksten schrijven in de mens-en maatschappijvakken. (NRO-kortlopend praktijk onderzoek 2014 -2015)

    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

     

    Dissertations

    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

    Research projects of the Dutch Centre for Social Studies Education

    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.

     

     

  • Model Historical Reasoning

    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; 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.


    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. 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. See: 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.
  • Taalgericht vakonderwijs

    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.

     

  • Lessenserie historische significantie

    Lessenserie over historische significantie: Nederland als democratie

    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. 

  • Publicaties

    2024

    • Holdinga, L., van Drie, J., & Rijlaarsdam, G. (2024). Fostering philosophy teachers' disciplinary writing practice: A multiple-case design study. Journal of Writing Research, 16(1), 39-77. https://doi.org/10.17239/jowr-2024.16.01.02

    2023

    2022

    • Calor, S. M., Dekker, R., van Drie, J. P., & Volman, M. L. L. (2022). Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions. Journal of the Learning Sciences, 31(3), 369-407. https://doi.org/10.1080/10508406.2021.2024834 [details]
    • 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]
    • Sendur, K. A., van Drie, J., van Boxtel, C., & 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 [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]
    • 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]
    • 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 [details]

    2020

    • Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2020). "Let us discuss math"; Effects of shiftproblem lessons on mathematical discussions and level raising in early algebra. Mathematics Education Research Journal, 32(4), 743-763. Advance online publication. https://doi.org/10.1007/s13394-019-00278-x [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]
    • 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

    2018

    • Gestsdóttir, S. M., van Boxtel, C., & van Drie, J. (2018). Teaching historical thinking and reasoning: Construction of an observation instrument. British Educational Research Journal, 44(6), 960-981. Advance online publication. https://doi.org/10.1002/berj.3471 [details]
    • van Boxtel, C., & van Drie, J. (2018). Historical Reasoning: The Interplay of Domain-Specific and Domain-General Aspects. In F. Fischer, C. A. Chinn, K. Engelmann, & J. Osborne (Eds.), Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge (pp. 142-161). Routledge. https://doi.org/10.4324/9780203731826-8 [details]
    • 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). (The Wiley Handbooks in Education). Wiley-Blackwell. https://doi.org/10.1002/9781119100812.ch6 [details]
    • van Drie, J., Janssen, T., & Groenendijk, T. (2018). Effects of writing instruction on adolescents’ knowledge of writing and text quality in History. L1 Educational Studies in Language and Literature, 18. https://doi.org/10.17239/L1ESLL-2018.18.03.08 [details]
    • van Ginkel, G., van Drie, J., & Verloop, N. (2018). Mentor teachers' views of their mentees. Mentoring and Tutoring: Partnerschip in Learning., 26(2), 122-147. https://doi.org/10.1080/13611267.2018.1472542 [details]

    2017

    • Schlatter, E., Bredeweg, B., van Drie, J., & de Jong, P. (2017). Can learning by qualitative modelling be deployed as an effective method for learning Subject-Specific Content? In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017 : proceedings (pp. 479-485). (Lecture Notes in Computer Science; Vol. 10474). Springer. https://doi.org/10.1007/978-3-319-66610-5_46 [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]
    • 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]
    • 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. Advance online publication. https://doi.org/10.1080/09500782.2017.1326504 [details]
    • 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 of Applied Linguistics, 5(2), 273-308. https://doi.org/10.1515/eujal-2017-0009 [details]

    2016

    • 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]

    2015

    2014

    • 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

    2011

    • 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

    2008

    2008

    2023

    2022

    2021

    • van Boxtel, C., & van Drie, J. (2021). Misvattingen over historisch redeneren: een reactie op Matthijs Wieldraaijer. Kleio, 62(7), 48-51. [details]

    2020

    2019

    • Stoel, G., & van Drie, J. (2019). “Francesco Petrarca veroorzaakte de Renaissance.” Over naïeve concepties en hoe we onze leerlingen leren historische verklaringen te geven. Hermes : tijdschrift voor geschiedenis, 23(2), 4-9. [details]
    • van Boxtel, C., & van Drie, J. (2019). Historisch denken en redeneren onderwijzen. Kleio. Tijdschrift van de Vereniging van Docenten in Geschiedenis en Staatsinrichting in Nederland, 60(5), 26-29. https://drive.google.com/file/d/10Oip8yBdE580xO6ugP1rTluBjac9fO4r/view [details]

    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]
    • Middelkoop, M., & van Drie, J. (2015). Alles verandert, niets gaat ten gronde: Lessenserie over historisch redeneren. Kleio, 56(2), 33-35. [details]
    • v. Drie, J. P. (2015). 'Knowing and Doing History': [Bespreking van: H.G.F. Havekes (2015) Knowing and doing history : learning historical thinking in the classroom]. Tijdschrift voor Lerarenopleiders, 36(3), 93-94. [details]
    • van Drie, J. (2015). Leer goed schrijven: Beter schrijven leidt tot betere historische vaardigheden. Kleio, 56(5), 20-24. [details]

    2013

    2012

    2010

    • Stam, B., & van Drie, J. (2010). Discussies vol vuur: leerlingen enthousiast door lessen over historische significantie. Kleio, 51(7), 10-13. [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., 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]
    • van Drie, J., & Stam, B. (2010). Discussing historical significance: which person or event is most important for the development of Dutch democracy? Euroclio Bulletin, (30), 70-72. http://www.euroclio.eu/new/index.php/general-assembly/doc_download/912-euroclio-bulletin-30-nijmegen-conferencepdf [details]
    • van Drie, J., & van Riessen, M. (2010). Een vak dat zichzelf serieus neemt…: vakdidactisch onderzoek in Nederland (eindelijk) in de lift. Kleio, 51(6), 17-21. [details]

    2009

    • van Drie, J. P., & Kropman, M. C. M. (2009). Redeneren met de klas. Didaktief, 39(6), 40. [details]

    2022

    • van Drie, J. P., Prent, B., Savenije, G. M., & van Boxtel, C. A. M. (2022). Fostering students’ historical reasoning in classroom discourse – a multi-perspective case study.. Paper presented at EARLI SIG 20-26 Conference, Utrecht, Netherlands.

    2021

    • van Driel, J., van Drie, J., & Van Boxtel, C. (2021). The Effects of a Reading-to-Write Instruction in History. 276-277. Abstract from the19th Biennial Conference for Research on Learning and Instruction (EARLI 2021) [online], Gothenburg, Denmark. https://www.earli.org/book-of-abstracts

    2019

    • Calor, S. M., Dekker, R., van Drie, J. P., & Volman, M. L. L. (2019). A Scaffolding Model for small groups in mathematics. Poster session presented at AERA 2019, Annual Meeting the American Educational Research Association, Toronto, Canada.
    • Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2019). Effects of a Scaffolding Model for small groups in mathematics. Paper presented at CERME11- The Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht, Netherlands.
    • van Drie, J. P., & Stoel, G. L. (2019). Analyzing students’ causal historical reasoning: Effects of a professional development program.. 30. Poster session presented at 18th biennial conference of the European Association for Research in Learning and Instruction (EARLI 2019), Aachen, Germany.
    • van Driel, J. C., & van Drie, J. P. (2019). De effecten van een lezen om te schrijven instructie. 22-24. Paper presented at Landelijke Werkconferentie Platform Taalgericht Vakonderwijs, Amersfoort, Netherlands.
    • van Driel, J. C., van Boxtel, C. A. M., & van Drie, J. P. (2019). Was Columbus significant?
: Reading-, reasoning- and writing processes. Poster session presented at Enhancing historical reasoning: Measuring and developing students’ epistemological understanding. , Amsterdam , Netherlands.
    • van Driel, J. C., van Drie, J. P., & van Boxtel, C. A. M. (2019). Reasoning about historical significance. Paper presented at JURE 2019 JURE (Junior researchers' pre-conference of EARLI), Aachen, Germany.
    • van Driel, J. C., van Drie, J. P., & van Boxtel, C. A. M. (2019). Writing about historical significance: Differences between novices and experts. 398. Abstract from 18th biennial conference of the European Association for Research in Learning and Instruction (EARLI 2019), Aachen, Germany.

    2018

    • Gestsdóttir, S. M., van Drie, J. P., & van Boxtel, C. A. M. (2018). Teaching historical thinking and reasoning: development and use of an observation instrument. Paper presented at AERA 2018: Annual Meeting the American Educational Research Association, New York City, United States.
    • van Drie, J. P. (2018). Moving ideas. Dialogic interaction and writing in History. Paper presented at ARLE conference, Leiden, Netherlands.
    • van Drie, J. P. (2018). Reproducing and transforming. Students’ use of dialogue for writing in History.. Paper presented at AERA 2018: Annual Meeting the American Educational Research Association, New York City, United States.
    • van Driel, J. C., van Drie, J. P., & van Boxtel, C. A. M. (2018). Writing about historical significance. An exploration of reading and writing processes.. Poster session presented at SIG Writing 2018, Antwerp, Belgium.

    2017

    • Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2017). Scaffolding mathematics discussion vs conventional teacher help in a Collaborative Setting. Paper presented at EARLI, Tampere, Finland.
    • Kropman, M. C. M., van Boxtel, C. A. M., & van Drie, J. P. (2017). Multiple perspectives and narratives of the national past in Dutch school history textbooks. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • Stoel, G. L., van Drie, J. P., & van Boxtel, C. A. M. (2017). Causal (re-)writing in history; working on (too) many levels?. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.
    • van Drie, J. P., & van Weijen, D. (2017). Domain-specific writing instruction in history: effects on products and processes. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.

    2016

    • Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2016). Comparison of mathematics discussion and conventional lessons in a collaborative setting. Paper presented at 13th International Congress on Mathematical Education (ICME), Hamburg, Germany.
    • Stoel, G. L., van Drie, J. P., & van Boxtel, C. A. M. (2016). "Just because...." Developing causal historical reasoning through explicit teaching of strategies, concepts, and epistemological beliefs. Paper presented at AERA 2016, United States.
    • van Boxtel, C. A. M., & van Drie, J. P. (2016). Historical reasoning: the interplay of domain-general and domain-specific aspects. Paper presented at International Workshop Interplay of domain-specific and domain-general aspects of scientific reasoning and argumentation skills, Munich, Germany.
    • van Drie, J. P. (2016). Bevorderen van genrespecifiek schrijven in de mens- en maatschappijvakken. Paper presented at Onderwijs Research Dagen (ORD) 2016, Rotterdam, Netherlands.

    2015

    • Braaksma, M. A. H., & van Drie, J. P. (2015). Effects of writing instruction on historical reasoning: quality and process characteristics.. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
    • Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2015). Teacher support during lessons that invoke mathematical discussions in a collaborative setting. Paper presented at JURE 2015 (Junior researchers' pre-conference of EARLI), Limassol, Cyprus.
    • Stoel, G. L., van Drie, J. P., & van Boxtel, C. A. M. (2015). Explaining the First World War: do causal writing tasks validly measure causal historical writing?. Paper presented at JURE 2015 (Junior researchers' pre-conference of EARLI), Limassol, Cyprus.
    • Stoel, G. L., van Drie, J. P., & van Boxtel, C. A. M. (2015). Teaching historical reasoning skills. The effects of explicit instruction of causal strategies, second-order concepts and epistemology, on the development of 11th grade students’ ability to reason causally in history. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.

    2010

    • van Drie, J. P., & Dekker, R. (2010). Revealing the complexity of classroom discussion: a multiple analysis. 71. Abstract from EARLI SIG10 and SIG21 Meeting 'Moving through cultures of learning', .

    2009

    • van Drie, J. P., & Kropman, M. C. M. (2009). Met de hele klas samen redeneren, tien principes. 35-37. Abstract from 10de Landelijke Werkconferentie van Platform Taalgericht Vakonderwijs, .
    • van Drie, J. P., & van Boxtel, C. A. M. (2009). A theoretical framework for analyzing historical reasoning. Abstract from 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners. http://www.earli2009.org/bookofabstracts/start.html#
    • van Drie, J. P., & van Boxtel, C. A. M. (2009). Understanding and improving historical reasoning in the classroom (Symposium). Abstract from 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners. http://www.earli2009.org/bookofabstracts/start.html#
    • van Drie, J. P., & van Boxtel, C. A. M. (2009). Whole-class discussions in history: Engaging students in collaborative historical reasoning. Abstract from 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners. http://www.earli2009.org/bookofabstracts/start.html#
    • van Punt, L., van Drie, J. P., & Bakker, A. (2009). Taalgericht vooruit de geschiedenislessen in!. 16-17. Abstract from 10de Landelijke Werkconferentie van Platform Taalgericht Vakonderwijs, .

    2008

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

    Prijs / subsidie

    • 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) (30-11-2016). Ontwerpen van vakspecifieke schrijflessen. Vijf principes, Landelijke Werkconferentie van Platform Taalgericht Vakonderwijs, Amersfoort.
    • van Drie, J. (speaker) (29-11-2016). Taal integreren in zaakvakken, Congres Zaakvakonderwijs in groep 5 t/m 8., Utrecht .

    Andere

    • van Drie, J. (examiner) (8-5-2023). ...JA, DIT KAN ZO NIET LANGER! Beeldvorming, kritisch analyseren en genderverhoudingen in de bovenbouw van het voortgezet geschiedenisonderwijs (examination).
    • van Drie, J. (examiner) (7-12-2022). Member Doctorate Committee of thesis Schrijven met kennis van zaken, by Edith Alkema (examination).
    • van Drie, J. (examiner) (8-4-2022). Member Doctorate Committee of thesis Orders of history – an ethnographic study on history education and the enacted curriculum, by Ida Vesterinen. (examination).
    • van Drie, J. (participant) (11-11-2021). Taalgerichtlesgeven in de mens- en maatschappijvakken., Amersfoort. Workshop tijdens het Congres Taalbewust vakonderwijs in het VO (participating in a conference, workshop, ...).
    • 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 Drie, J. (organiser) (26-8-2021). Intervention studies in history education: affordances, constraints, and dilemmas, Gothenburg. Symposium organised at the EARLI-conference 2021 (organising a conference, workshop, ...).
    • van Drie, J. (examiner) (7-2021). Member of Doctorate Committee of thesis Orders of history – an ethnographic study on history education and the enacted curriculum, by Ida Vesterinen (examination).
    • van Drie, J. (examiner) (14-4-2021). Member Doctorate Committee of thesis Teaching history in bilingual secondary education in the Netherlands. Perceptions, classroom practice and learning outcomes, by Huub Oattes (examination).
    • van Drie, J. (examiner) (5-11-2019). "Just imagine..." Exploring externalized learner-generated images of the past in secondary history education. (examination).
    • 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 Drie, J. P. (organiser) & Handelsaltz, A. (organiser) (31-3-2016). Conferentie Samen Opleiden - VU-UvA, Amsterdam. Conferentie Samen Opleiden. Waarom moeilijk doen als het in een leergemeenschap kan? (organising a conference, workshop, ...).
    • van Drie, J. P. (organiser) & Groenendijk, T. (organiser) (27-1-2016). Mini-symposium ‘Bevorderen van schrijven in de mens- en maatschappijvakken’, Zeist. Bevorderen van schrijven in de mens- en maatschappijvakken (organising a conference, workshop, ...).
    • van Drie, J. P. (participant) & van Boxtel, C. A. M. (participant) (25-8-2009 - 29-8-2009). 13th Biennial European Conference for Research on Learning and Instruction (EARLI). Fostering Communities of Learners. Understanding and improving historical reasoning in the classroom (participating in a conference, workshop, ...).

    2024

    2023

    2021

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