Search results for author:"Carla van Boxtel"
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Metacognitive Scaffolding during Collaborative Learning: A Promising Combination
Inge Molenaar; Peter Sleegers; Carla van Boxtel
Metacognition and Learning Vol. 9, No. 3 (December 2014) pp. 309–332
This article explores the effect of computerized scaffolding with different scaffolds (structuring vs. problematizing) on intra-group metacognitive interaction. In this study, we investigate 4 types of intra-group social metacognitive activities;...
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Using Representational Tools to Support Historical Reasoning in Computer-Supported Collaborative Learning
Jannet Van Drie; Carla Van Boxtel; Gijsbert Erkens; Gellof Kanselaar
Technology, Pedagogy and Education Vol. 14, No. 1 (March 2005) pp. 25–41
In this article the authors focus on how features of a computer-supported collaborative learning (CSCL) environment can elicit and support domain-specific reasoning and more specifically historical reasoning. The CSCL environment enables students to ...
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Collaborative learning tasks and the elaboration of conceptual knowledge
Carla van Boxtel; Jos van der Linden; Gellof Kanselaar
Learning and Instruction Vol. 10, No. 4 pp. 311–330
In this article we present the results of an experimental study of the influence of task characteristics on the characteristics of elaboration of conceptual knowledge in social interaction. With a pre-test and post-test we measured individual...
Language: English
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Developing a "Big Picture": Effects of Collaborative Construction of Multimodal Representations in History
Maaike E. Prangsma; Carla A. M. Van Boxtel; Gellof Kanselaar
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 2 (March 2008) pp. 117–136
Many pupils have difficulties with the abstract verbal information in history lessons. In this study we assessed the value of active construction of multimodal representations of historical phenomena. In an experimental study we compared the...
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A successful professional development program in history: What matters?
Marjan de Groot-Reuvekamp; Anje Ros; Carla van Boxtel
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 75, No. 1 (October 2018) pp. 290–301
This study focuses on a successful Professional Development Program for improving students’ understanding of historical time, consisting of a training and the implementation of Timewise, a teaching approach in which timelines were used consistently. ...
Language: English
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Scaffolding of Small Groups' Metacognitive Activities with an Avatar
Inge Molenaar; Ming Ming Chiu; Peter Sleegers; Carla van Boxtel
International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 4 (December 2011) pp. 601–624
Metacognitive scaffolding in a computer-supported learning environment can influence students' metacognitive activities, metacognitive knowledge and domain knowledge. In this study we analyze how metacognitive activities mediate the relationships...
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Dynamic scaffolding of socially regulated learning in a computer-based learning environment
Inge Molenaar; Claudia Roda; Carla van Boxtel; Peter Sleegers
Computers & Education Vol. 59, No. 2 (September 2012) pp. 515–523
The aim of this study is to test the effects of dynamically scaffolding social regulation of middle school students working in a computer-based learning environment. Dyads in the scaffolding condition (N=56) are supported with computer-generated...
Language: English
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Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs
Gerhard Stoel; Albert Logtenberg; Bjorn Wansink; Tim Huijgen; Carla van Boxtel; Jannet van Drie
International Journal of Educational Research Vol. 83, No. 1 (2017) pp. 120–134
This study investigates a questionnaire that measures epistemological beliefs in history. Participants were 922 exam students. A basic division between naïve and nuanced ideas underpins the questionnaire. However, results show this division...
Language: English
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Metacognitive Scaffolding in an Innovative Learning Arrangement
Inge Molenaar; Carla A. M. van Boxtel; Peter J. C. Sleegers
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 6 (November 2011) pp. 785–803
This study examined the effects of metacognitive scaffolds on learning outcomes of collaborating students in an innovative learning arrangement. The triads were supported by computerized scaffolds, which were dynamically integrated into the learning ...