CURRICULUM VITAE. Professor dr. Carla van Boxtel

CURRICULUM VITAE Professor dr. Carla van Boxtel Contact information Faculty of History & Art Studies (FHKW) Erasmus University P.O. Box 1738 3000 DR Rotterdam, The Netherlands L-3-18 T +31 (0)10 408 2516 E [email protected] Graduate School of Teaching and Learning University of Amsterdam Spinozastraat 55 1018 HJ Amsterdam T +31 (0)20 252 1597 E [email protected] PRESENT POSITION 2008 Endowed professor Historical Culture and Education, Center for Historical Culture, Erasmus University Rotterdam 2007 Head of the Ducth Centre on Social Studies Education (Landelijk Expertisecentrum Mens- en Maatschappijvakken) 2006 Senior Researcher, Graduate School of Teaching and Learning, University of Amsterdam CURRENT RESEARCH INTERESTS o promoting historical reasoning in the history classroom o heritage education o learning through interaction POSITIONS HELD 1995-2007 Editor of the history textbook series MeMo, geschiedenis voor de onderbouw and MeMo, geschiedenis voor 3/4 vmbo (Malmberg, Den Bosch). 2002-2006 Assistent professor, Educational Sciences, Utrecht University 2000-2002 Post-doctorate researcher, Educational Sciences, Utrecht University 1995-2000 PhD student, Educational Sciences, Utrecht University Dissertation: Collaborative concept learning: collaborative learning tasks, student interaction, and the learning of physics concepts 1995 Teacher, University of Humanistics, Utrecht (Course: Historical Research) 1994 Teacher, Humanities, Utrecht University (Development of the course Historical Research) EDUCATION 2000 PhD, Social Sciences, Utrecht University 1994 Master Educational Sciences, Utrecht University Specialisation: Educational Design Master thesis Historische begrippen. Een onderzoek naar de mentale representaties van leerlingen uit het voortgezet onderwijs [Historical concepts: a study on the mental representations of high school students]. 1993 Master History, Utrecht University

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Specialisation: Contemporary History Master thesis: Geschiedenis als schoolvak. Veranderende opvattingen over doelstellingen en inrichting van het middelbaar geschiedenisonderwijs in Nederland 1945-1992 [History as a school subject. Changing views on goals and curriculum of Dutch history education in secondary schools, 19451992] VWO, Rivendell College, Uden

1988

AWARD Award for best dissertation in the field of education in 2000 by the Netherlands Educational Research Association (VOR). RESEARCH Current Research Projects Supervision of PhD projects: 2009-2013 Vacancy, Heritage and entrance narratives: constructing shared historical knowledge. Promotor: Carla van Boxtel, Center for Historical Culture, Erasmus University Rotterdam 2007-2011

Harry Havekes, Historical thinking in upper secondary education. Promotor: Prof. dr. P.A.J.M. Coppen. Graduate School of Education, Radboud University Nijmegen

2006-2011

Albert Logtenberg, Questions about the past: student questions as a fundament for historical reasoning. Promotor: Prof. dr. B.H.A.M. van HoutWolters. Graduate School of Teaching and Learning, University of Amsterdam.

2005-2011

Inge Molenaar, Effects of the constructional character of ICT-enriched learning environments on the nature of acquired knowledge. Promotor: Prof. dr. P. Sleegers. University of Amsterdam, SCO-Kohnstamm Institute. NWOproject.

Post-doctorate research: 2007-2010 J.P. van Drie & C.A.M. van Boxtel, Co-construction of historical knowledge in communities of learners. Graduate School of Teaching and Learning, University of Amsterdam. Previous Research Projects Supervision of PhD projects: 2007 Maaike Prangsma, (2007, 20 june). Multimodal representations in collaborative history learning. Promotors: Prof. dr. G. Kanselaar & Prof dr. P.A. Kirschner. Utrecht University, Educational Sciences. NWO project. Lenie Kneppers (2007, 29 march). Leren voor transfer: een empirisch onderzoek naar de concept- en contextbenadering in het economieonderwijs. [Learning for transfer: an empirical study on the concept and context approach in economics educations] Promotor: B.H.A.M. van Hout-Wolters. Graduate School of Teaching and Learning, University of Amsterdam. 2005 Jannet van Drie (2005, 20 december). Learning about the past with new technologies. Fostering historical reasoning in computer-supported collaborative learning. Promotor: Prof. dr. G. Kanselaar. Utrecht University, Educational Sciences.

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Other projects 2008-2010

Supervision together with Jannet van Drie of Marc Kropman, Students’ shared historical knowledge and shared considerations on significance of the Dutch past. Graduate School of Teaching and Learning, University of Amsterdam

2007/2008

Interdisciplinary social studies education in the Netherlands. Dutch Centre for Social Studies Education (www.expertisecentrum-mmv.nl).

2006

Evaluation of the pilot with the new CHMV-exam history havo 2006. For SLO, in cooperation with CITO en IVGD.

Research Grants 2009 Heritage Education, Plurality of Narratives and Shared Historical Knowledge. NWO Together with prof. dr. M. Grever 2001 Interactive history learning with visual representations. NWO PROO 411-01-004. TEACHING masterclasses and courses taught: o Pedagogy of history and heritage o Masterclass Qualitative Analysis o Masterclass Design Research o Learning psychology o Educational Design & Instruction o Education and Learning o Educational Sciences in Practice o Introduction Educational Sciences o Determinants of Behaviour o Training Field Experiment o Historical Research 2004 Teacher qualification Utrecht University ORGANISATION SYMPOSIA AND CONFERENCES 2009 Understanding and improving historical reasoning in the classroom (august 25-29, 2009). Symposium op EARLI Conference, Amsterdam 2009 Bronnen voor voor een krachtige vakdidactiek (april 14th 2009). Symposium Landelijk Expertisecentrum Mens- en Maatschappijvakken, Amersfoort. 2008 Samenwerken aan vakdidactiek (april 11th 2008). Symposium Landelijk Expertisecentrum Mens- en Maatschappijvakken, Amsterdam. 2007 Startsymposium Landelijk Expertisecentrum Mens- en Maatschappijvakken (sept 21th, 2007) Amsterdam. 2007 The Professional Teaching of History: UK and Dutch Perspectives (june 22-23, 2007) HTEN/VGN/EUROCLIO/GSTL Conference, Amsterdam. 2007 Onderzoek in de steigers (may 11th 2007). Symposium Themagroep Domainspecific Instruction, Onderzoeksschool ICO, Utrecht. 2003 Collaborative Knowledge Construction: Domain-specific Issues (26-30 aug, 2003). Symposium op EARLI Conference, Padua. OTHER PROFESSIONAL ACTIVITIES

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2002-

Staff member research school ICO

2004-2008

Coördinator of the Division Domainspecific Instruction of the Interuniversity Centre for Educational Research (ICO).

1995-2007

Editorial staff Kleio, Journal of the Dutch Association of History Teachers (VGN).

2003-2007

Advisory board Netherlands Institute for Teaching and Learning History (IVGD).

2004-2006

Expert group NWO-research project M. Grever, K. Ribbens and S. Stuurman: Paradoxes of decanonization, Erasmus University of Rotterdam.

Member of: o Dutch Association for Education Research (VOR) o European Association for Researchers on Learning and Instruction (EARLI), Special Interest Groups Social interaction in Learning and Instruction and Comprehension of Text and Graphics. o American Educational Research Association (AERA), Special Interest Group Teaching History o Vereniging van docenten in geschiedenis en staatsinrichting in Nederland (Dutch History Teachers Association) Reviewer Reviewer for international journals and publications, e.g. Learning and Instruction, Metacognition, Computers in Human Behaviour, Handbook of Research on Educational Communications and Technology (3nd edition). PUBLICATIONS Inaugural lecture 2009 Geschiedenis, Erfgoed en didactiek [History, Heritage and Pedagogy], Inaugural lecture february 20th 2009, Erasmus University Rotterdam. Articles in refereed journals In preparation / in press: Prangsma, M.P., Van Boxtel, C., Kanselaar, G., & Kirschner, P.A. (accepted), Concrete and abstract visualisations in history learning tasks, Britisch Journal of Educational Psychology. Van Boxtel, C., & Van Drie, J. (in preparation), ”That’s in the time of the Romans!” A study of the historical knowledge and strategies students use to date and contextualize. Van Boxtel, C., & Schelling, G. (in preparation), Picturing colligatory concepts in history: effects of student-generated versus presented drawings. Logtenberg, A., Van Boxtel, C., & Van Hout-Wolters, B.H.A.M. (submitted), Stimulating stituational interest and student questioning through three types of historical introduction texts. Schuitema, J.A., Van Boxtel, C.A.M., Veugelers, W., & ten Dam, G. (submitted). The quality of student dialogue in citizenship education.

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2009 Kneppers, H.C., Van Boxtel, C., & Van Hout-Wolters, B.H.A.M. (2009). De weg naar transfer: een concept- en contextbenadering voor het vak economie in het voortgezet onderwijs, Pedagogische Studiën, 86, (1). 2008 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. Prangsma, M. A., 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. 2007 Kneppers, H.C., Van Boxtel, C., Elshout-Mohr, 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, 22 (2), 115-129. 2005 Van Drie, J., Van Boxtel, C., Jaspers, J., & Kanselaar, G. (2005). Effects of representational guidance on domain specific reasoning in CSCL. Computers in Human Behaviour, 21, (4), 575-602. Van Drie, J., Van Boxtel, C., 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. 2004 Van Boxtel, C. & 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), 84-91. Van Drie, J., & Van Boxtel, C. (2004). Enhancing collaborative historical reasoning by providing representational guidance. International Journal of Historical Learning, Teaching and Research, 4 (2), 1-9. 2003 Van Drie, J., & Van Boxtel, C. (2003). Developing conceptual understanding through talk and mapping. Teaching History, 110, 27-32. 2002 Van Boxtel, C., & Roelofs, E. (2002). Investigating the quality of student discourse. What constitutes a productive student discourse? Journal of Classroom Interaction, 36.2 / 37.1 (1), 55-62. Van Boxtel, C., Van der Linden, J.L., Roelofs, E., & Erkens, G. (2002). Collaborative concept mapping: provoking and supporting meaningful discourse. Theory into practice, 41 (1), 40-46. 2000 Van Boxtel, C., Van der Linden, J.L., & Kanselaar, G. (2000). The use of textbooks as a tool during collaborative physics learning. Journal of Experimental Education, 69 (1), 57-76. Van Boxtel, C., Van der Linden, J.L., & Kanselaar, G. (2000). Collaborative learning tasks and the elaboration of conceptual knowledge. Learning and Instruction, 10, 4, 311-330. 1998 Van Boxtel, C., Van der Linden, J.L., & Kanselaar, G. (1998). Collaborative construction of conceptual understanding: interaction processes and learning

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outcomes emerging from a concept mapping and a poster task. Journal of Interactive Learning Research, 8 (3/4), 341-361. Book Chapters In press Van Boxtel, C., & Grever, M. (in press), Between disenchantment and high expectations. History education in the Netherlands, ca. 1968-2008. To appear in E. Erdmann and W. Hasberg, Historical Education, Historical Culture and Historical Didactics in EU-Europa. Van Boxtel, C. (in press), Dutch research on history education: key issues, methods and outcomes. To appear in A. McCully, G. Mills & C. van Boxtel (Eds.), The professional teaching of history: UK and Dutch perspectives. 2005 Van Drie, J., Van Boxtel, C., & 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). Mahwah NJ: Lawrence Erlbaum Associates Kanselaar, G., Van Boxtel, C., & Van Drie, J. (2005). Using representational tools to support historical reasoning in CSCL. In E. De Corte, A. de Munter, M. Depaepe, B. Maes, & G. Vandemeulebroecke (Series Eds.), & L. Verschaffel, E. De Corte, G. Kanselaar, & M. Valckee (Vol. Eds.), Studia Paedagogica New Series 41. Powerful environments for promoting deep conceptual and strategic learning (pp. 233-256). Leuven, Belgium: Leuven University Press 2004 Van Boxtel, C. (2004). Studying peer interaction from three perspectives: the example of collaborative concept learning. In J.L. van der Linden & P. Renshaw (Eds.), Dialogic Learning: Shifting Perspectives to Learning, Instruction and Teaching (pp. 125-144). Dordrecht: Kluwer Academic Publishers. 2002 Van Boxtel, C., van Drie, J., & van der Linden, J.L. (2002). Samen begrippen leren. Het maken van een begrippennetwerk als groepsopdracht. In: A. Wald & J.L. van der Linden (Ed.) Leren in perspectief. Leuven-Apeldoorn: Garant. 2000 Van Boxtel, C., Van der Linden, J.L., & Kanselaar, G. (2000). Stimulating deep processing in a collaborative learning environment. In H. Cowie & G. van Aalsvoort (Eds.), Social interaction in learning and instruction: the meaning of discourse for the construction of knowledge (pp. 161-178). Amsterdam: Pergamon Press; Elsevier Science. Van Boxtel, C. (2000). Sociale interactie die bijdraagt aan begripsontwikkeling. In J. van der Linden & E. Roelofs (Red.), Leren in dialoog (pp. 65-88). Groningen: WoltersNoordhoff. Van Boxtel, C., & Veerman, A. (2000). Groepsopdrachten die werken. In: K. Stokking, G. Erkens, B. Versloot & L. van Wessum (Ed.), Van onderwijs naar leren. Tussen het aanbieden van kennis en het faciliteren van leerprocessen (pp. 117-128). LeuvenApeldoorn: Garant. 1997 Van Boxtel, C. (1997). Begripsontwikkeling in interactie. In M. Meeuwesen & H. Houtkoop-Steenstra (Red.), Sociale interactie in Nederland (pp. 205-224). Utrecht: ISOR. Other Publications

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2008 Van Boxtel, C., & Van Drie, J. (2008). Het vermogen tot historisch redeneren: onderliggende kennis, vaardigheden en inzichten. Hermes, 12 (43), 45-54. 2007 Van Boxtel, C., & Van Drie, J. (2007). Nu ken ik het hele alfabet. Docenten en leerlingen over de implementatie van het nieuwe eindexamen geschiedenis. Studiehuisreeks, 75, 39-46. 2007 Van Boxtel, C., & Van Drie, J. (2007). Aan de slag met het nieuwe examenprogramma Tweede Fase. Kleio, 48 (1), 38-43. 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. Amsterdam, oktober 2006. Van Boxtel, C. (2006). M&M, waarom en hoe? Kleio, 6, 2-4. Van Boxtel, C. (2006). Geschiedenis voor het algemeen belang. In gesprek met Keith Barton. Kleio 6, 21-24. Van Boxtel, C., & Van Drie, J. (2006). Beter geschiedenisonderwijs met de canon? Ublad 8, 2 november 2006, www.ublad.uu.nl/canon 2004 Van Boxtel, C., & Van Drie J. (2004). Historisch redeneren. Verschillen tussen beginners en experts. Kleio, 45 (1), 8-14. 2002 Van Boxtel, C., & Bol, C. (2002). Elektronische leeromgevingen. Kleio, 43 (6), 3-6. Van Boxtel, C., & Timmer, M. (2002). De Middeleeuwen in beeld. Samenwerken aan een afbeelding op de computer. Kleio, 43 (6), 9-16. 2000 Van Boxtel, C. (2000). Een goed gesprek is het halve werk. Didactief & School, 6, 3031. 1999 Van Boxtel, C. (1999). Chronologische kennis. Wat, waarom en hoe? Kleio 40 (4), 211. 1998 Van Boxtel, C. (1998). Voorbereid op de Tweede Fase. Kleiogesprek met drie geschiedenissecties. Kleio, 39 (6), 2-9. 1997 Van Boxtel, C. (1997). Samenwerkend leren gericht op begripsontwikkeling. NVOX. Tijdschrift voor natuurwetenschap op school, 22 (10), 498-500. 1995 Van Boxtel, C. (1995). De complexiteit van begripsontwikkeling. Kleio 36 (2), 11-15. PRESENTATIONS 2009 Van Boxtel, C. (2009). Inbedding van erfgoededucatie in het primair onderwijs, Symposium Erfgoed en kunst in het primair onderwijs, Februari 11th, Zaandam. 2008 Van Boxtel, C. (2008). Canon: probleem of kans? Symposium culturele canon en kunsteducatie, Fontys master kunsteducatie, December 15th, Den Bosch. Van Boxtel, C. (2008). Waarom leren kinderen van erfgoededucatie? Slotconferentie Erfgoed à la Carte, September 24th, Utrecht.

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Logtenberg, A., Van Boxtel, C., & Van Hout-Wolters, B.H.A.M. Stimulating situational interest and student inquiry questions in history classrooms. AERA Annual Meeting, March 24-28, New York. Prangsma, M.E., Van Boxtel, C., Kirschner, P., & Kanselaar, G. (2008). History learning with visualization tasks. Student dialogue and learning outcomes. AERA Annual Meeting, March 24-28, New York. Van Drie, J., & Van Boxtel, C. (2008). Teacher strategies for fostering collaborative historical reasoning in whole-class discussions. Poster presented at the International Conference of the Learning Sciences, June 23-28, Utrecht, the Netherlands Van Boxtel, C. (2008). Vakintegratie in de mens en maatschappijvakken: tussenrapportage literatuurstudie en methodenanalyse. Voordracht op het Symposium ‘Samenwerken aan Vakdidactiek’, April 11th, Amsterdam. Molenaar, I., Van Boxtel, C., & Sleegers, P. (2008). Metacognitie in groepsleerprocessen. Proceedings Onderwijs Research Dagen, June 18-20, Eindhoven, 284-285. Molenaar, I., Van Boxtel, C., & Sleegers, P. (2008). Metacognitie in groepsleerprocessen. Paper presented at the Onderwijs Research Dagen, 18-20 juni, Eindhoven. Molenaar, I., Van Boxtel, C., & Sleegers, P. (2008). Scaffolding metacognition in collaborative learning with a virtual agent. Proceedings of the 3rd Biennial Meeting of the EARLI Special Interest Group Metacognition, May, 8-10 Cyprus, 77 2007 Van Boxtel, C. (2007). Een studie naar contextualiseren. Opleidersdag Universitaire Vakdidactici Geschiedenis, Utrecht. Van Boxtel, C. Picturing colligatory concepts in history: effects of studentgenerated versus presented drawings. EARLI Conference, Budapest. Van Boxtel, C. Dutch research on history education. An overview of key issues, methods and outcomes. VGN-HTEN-GSTL-EUROCLIO conference The professional Teaching of History: UK and Dutch perspectives, Amsterdam. Van Drie, J., & Van Boxtel, C. Co-construction in small groups and whole class discussions. UK-NL Research meeting ‘Thinking together’, Cambridge. Van Boxtel, C., & Van Drie, J. Towards a framework for analyzing historical reasoning. Studiedag Historische documenten in de geschiedenisles: uitdagingen en valkuilen, Leuven. Prangsma, M.E., Van Boxtel, C., Kanselaar, G., & Kirschner, P.A. Concrete and abstract visualisations in history learning tasks. AERA Annual Meeting in Chicago. 2006 Prangsma, M.E., Van Boxtel, C., Kanselaar, G., & Kirschner, P.A. Concrete and abstract representations in history learning tasks. EARLI SIG Text and Graphics Comprehension, Nottingham, UK. Van Boxtel, C., & Van Rijn, M. Picturing colligatory concepts in history: effects of student-generated versus presented drawings. EARLI SIG Text and Graphics Comprehension, Nottingham, UK.

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Prangsma, M.E., Van Boxtel, C., Kanselaar, G., & Kirschner, P.A. Interactief geschiedenis leren met visuele representaties: een blik op processen. Onderwijs Research Dagen, Amsterdam. 2005 Prangsma, M.E., Van Boxtel, C., & Kanselaar, G. Developing a ‘big picture’: Collaborative construction of multimodal representations in history. EARLI Conference, Nicosia, Cyprus. Van Drie, J., Van Boxtel, C., & Kanselaar, G. Ondersteuning van domeinspecifiek redeneren in CSCL: Effecten van het samen maken van externe representaties op historisch redeneren. Onderwijs Research Dagen, Gent. Van Boxtel, C., & Van Drie, J. Historische kennis en het contextualiseren van historische verschijnselen: een expert-novietenstudie. Onderwijs Research Dagen, Gent. 2004 Van Drie, J., & Van Boxtel, C. Using representational tools to support historical reasoning in CSCL: Co-elaboration and equal participation as indicators for collaborative knowledge construction. Onderwijs Research Dagen, Utrecht. Van Boxtel, C., & Van Drie, J. Historical reasoning: a comparison of how experts and novices contextualise historical sources. Historical Education International Research Network (HEIRNET) Conference, Ambleside, UK. Van Drie, J., & Van Boxtel, C. Enhancing collaborative historical reasoning by providing representational guidance. Historical Education International Research Network (HEIRNET) Conference, Ambleside, UK. Van Boxtel, C., Van Drie, J., & Kanselaar, G. Using representational tools to support historical reasoning in CSCL. AERA Annual Meeting, San Diego. Van Boxtel, C., & Van Drie, J. Geschiedenis leren: kennis of vaardigheden? Onderwijs Research Dagen, Utrecht. 2003 Van Boxtel, C., & Van Drie, J. Collaborative reasoning as a key concept for analyzing classroom discourse. EARLI Conference, Padua. Van Boxtel, C. Het schoolboek van de toekomst. SISWO Conferentie, Amsterdam. Van Drie, J., Van Boxtel, C., & Kanselaar, G. Supporting historical reasoning within CSCL. Co-elaboration as key concept for analyzing interaction processes. EARLI Conference, Padua. 2002 Van Boxtel, C. Small group collaboration compared with teacher-guided collaboration in the whole class. ISCRAT Conference, Amsterdam. 2001 Van Drie, J., Van Boxtel, C., & Van der Linden, J. Learning history in an interactive learning environment. EARLI Conference, Fribourg, Zwitserland. 2000 Van Boxtel, C. Dialogic physics learning. EARLI SIG-meeting Social Interaction in Learning and Instruction, Oulu, Finland. Van Boxtel, C., Van der Linden, J.L., & Kanselaar, J. The use of textbooks as a tool during collaborative physics learning. ECER Conference, Edinburgh, UK.

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1999 Van Boxtel, C., Van der Linden, J.L., & Kanselaar, G. The influence of task characteristics on the social construction of conceptual understanding. EARLI Conference, Göteborg, Zweden. Van Boxtel, C., Van der Linden, J.L., & Kanselaar, G. Learning physics concepts through social interaction. EARLI Conference, Göteborg, Zweden.

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