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mw. dr. J.P. (Jannet) van Drie

Faculteit der Maatschappij- en Gedragswetenschappen
Programme group: Domain Specific Learning
Fotograaf: Bram Belloni 130425190

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

    Professional activities

    I work as an assistant 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?  I am interested in the role of interaction between students (groupwork) and between teacher and students (whole-class discussions), and in the role of domain-specific writing. Publications focus on themes such as effective (domain-specific) writing instruction, dialogic history  teaching, computer-supported collaborative learning and the use of visual representations.  

    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 de Ven, P.-H. (2017). Moving ideas. An exploration of students’ use of dialogue for writing in history. Language and Education. Online available doi: 10.1080/09500782.2017.1326504

    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 Boxtel, C., & Van Drie, J. (2012). "That's in the time of the Romans!" Knowlegde and strategies students use to contextualize historical images and documents. Cognition and Instruction, 30(2), 1 -33.

    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.

    Dissertation

    Van Drie, J. (2005). Learning about the past with new technologies. Fostering historical reasoning in computer- supported collaborative learning. Unpublished doctoral dissertation, Utrecht University, the Netherlands.

    More Information

    Research Institute Child Development and Education

    Interfactultaire Lerarenopleidingen (ILO)

    Landelijk Expertisecentrum Mens- en Maatschappijvakken

    Platform Taalgericht Vakonderwijs

  • Projects

    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 investigate 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

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

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

     

    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.

     

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

    Susanna Margret Gestsdottir (UvA). Supervisors: Carla van Boxtel & Jannet van Drie

     

    Assessment of students' causal reasoning in history

    Uddhava Rozendal (UvA). Supervisors: Carla van Boxtel & Jannet van Drie

     

    “Small Country, Great ambitions”. An Inquiry into Multiperspectivity, Narratives and Knowledge about Dutch history in Secondary Education

    Marc Kropman (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

     

    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).


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

    2019

    • 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). London: Routledge. https://doi.org/10.4324/9780429459191-5 [details]

    2018

    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). Cham: 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. 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. 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). London: 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. 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). London: Bloomsbury. [details]

    2015

    • 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]
    • 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]
    • van de Kamp, M-T., Admiraal, W., van Drie, J., & Rijlaarsdam, G. (2015). Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta-cognition. British Journal of Educational Psychology, 85(1), 47-58. https://doi.org/10.1111/bjep.12061 [details]

    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). Leiden: Brill. https://doi.org/10.1163/9789004265011_006 [details]

    2013

    • van Boxtel, C., & van Drie, J. (2013). Historical reasoning in the classroom: What does it look like and how can we enhance it? Teaching History, 2013(150), 44-52. [details]
    • 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. https://doi.org/10.1080/01411926.2011.652069 [details]

    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

    • van Drie, J., & van Boxtel, C. (2010). Chatting about the sixties: using on-line chat discussion to improve historical reasoning in essay-writing. Teaching History, 140, 38-46. [details]

    2009

    • van Boxtel, C., & van Drie, J. (2009). Enhancing historical reasoning: a key topic in Dutch history education. International Journal of Historical Learning, Teaching and Research, 8(2), 140-153. [details]
    • van Drie, J., Logtenberg, A., van der Meijden, B., & van Riessen, M. (2009). "When was that date?" Building and assessing a frame of reference in the Netherlands. Teaching History, 137, 14-21. [details]

    2008

    2008

    • van Boxtel, C., & van Drie, J. (2008). Vermogen tot historisch redeneren: onderliggende kennis, vaardigheden en inzichten. Hermes, 12(43), 45-54. [details]

    2018

    • Baart, J., van der Eem, M., Stoel, G., & van Drie, J. (2018). De feiten voorbij: Analyse van leerling-redenaties op causale taken. Kleio. Tijdschrift van de Vereniging van Docenten in Geschiedenis en Staatsinrichting in Nederland, 59(1), 18-21. [details]
    • Stoel, G. (Author), & van Drie, J. (Author). (2018). Geschiedenis op maat. Web publication/site, Didactief. Retrieved from https://didactiefonline.nl/artikel/geschiedenis-op-maat [details]
    • van der Eem, M., Stoel, G. L., van Drie, J. P., & Baart, J. (2018). Causaal redeneren bij de kop gepakt: Lessen maken met rubric en ontwerpprincipes. Kleio. Tijdschrift van de Vereniging van Docenten in Geschiedenis en Staatsinrichting in Nederland, 59(3), 56-59.

    2017

    • van Drie, J. (2017). Aandacht voor schrijfvaardigheid: sleutel voor historisch redeneren. Hermes, 21(61), 4-11. [details]
    • van Drie, J., & Stoel, G. (2017). De feiten voorbij: Bevorderen van causaal redeneren in de geschiedenisles. Amsterdam : Landelijk Expertisecentrum Mens- en Maatschappijvakken. [details]

    2016

    • van Drie, J. P. (2016). Meer aandacht voor schrijfvaardigheid bij mens- en maatschappijvakken. De Cascade, 34, 26-28.
    • van Drie, J., & Groenendijk, T. (2016). Aandacht voor schrijven in de vaklessen. Didaktief, 46(6), 42-43. [details]
    • 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. [details]
    • 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. [details]

    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). Charlotte, NC: 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

    • Stam, B., & van Drie, J. (2013). Talige dimensies van het geschiedenisonderwijs: Een casestudy. Amsterdam: Landelijk Expertisecentrum Mens- en Maatschappijvakken. [details]
    • Stam, B., & van Drie, J. (2013). Taalsteun bij het beantwoorden van toetsvragen. In B. van der Leeuw, & T. Meestringa (Eds.), Genres leren schrijven bij de vakken: verslag van de Landelijke werkconferentie Platform Taalgericht Vakonderwijs (pp. 50-53). Enschede: SLO. [details]
    • van Boxtel, C., & van Drie, J. (2013). Van dagelijkse taal naar academische (vak)taal. In B. van der Leeuw, M. Hajer, R. Scharten, & B. de Vos (Eds.), Werken aan vaktaal bij mens- en maatschappijvakken (pp. 30-32). Enschede: SLO. [details]
    • van Drie, J. (2013). Hoe bepalen we wat belangrijk is om te leren? Historische significantie in de klas. Kleio, 54(5), 38-41. [details]
    • van Drie, J., & Braaksma, M. (2013). Schrijven voor geschiedenis. Didaktief.
    • van Drie, J., & van de Ven, P. H. (2013). Historisch redeneren in gesprekken en schrijven. In B. van der Leeuw, & T. Meestringa (Eds.), Genres leren schrijven bij de vakken: verslag van de Landelijke werkconferentie Platform Taalgericht Vakonderwijs (pp. 35-45). Enschede: SLO. [details]
    • van Drie, J., van Boxtel, C., & Braaksma, M. (2013). Bevorderen van schrijven bij geschiedenis. In B. van der Leeuw, & T. Meestringa (Eds.), Genres leren schrijven bij de vakken: verslag van de Landelijke werkconferentie Platform Taalgericht Vakonderwijs (pp. 19-21). Enschede: SLO. [details]

    2012

    • Montagne, B., van Boxtel, C., & van Drie, J. (2012). Taal in eindexamens soms te moeilijk: onderzoek naar talige complexiteit. Kleio, 53(4), 39-44. [details]
    • van de Kamp, M-T., van Drie, J., Rijlaarsdam, G., & Admiraal, W. (2012). Beoordelen van praktijkwerk bij de kunstvakken: voorwaarden voor een betrouwbare en valide beoordeling. Kunstzone : Tijdschrift voor Kunst en Cultuur in het Onderwijs, 11(12), 6-8. [details]

    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. [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, 6, 40. [details]

    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

    • 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.

    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.

    2008

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

    Prijs

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

    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. 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, Netherlands. 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, ...).
    This list of publications is extracted from the UvA-Current Research Information System. Questions? Ask the library or the Pure staff of your faculty / institute. Log in to Pure to edit your publications. Log in to Personal Page Publication Selection tool to manage the visibility of your publications on this list.
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