| Historical reasoning: Towards a framework for analyzing students’ reasoning about the past J Van Drie, C Van Boxtel Educational Psychology Review 20, 87-110, 2008 | 799 | 2008 |
| Collaborative learning tasks and the elaboration of conceptual knowledge C Van Boxtel, J Van der Linden, G Kanselaar Learning and instruction 10 (4), 311-330, 2000 | 774 | 2000 |
| Collaborative concept mapping: Provoking and supporting meaningful discourse C Van Boxtel, J van der Linden, E Roelofs, G Erkens Theory into practice 41 (1), 40-46, 2002 | 288 | 2002 |
| Historical reasoning: Conceptualizations and educational applications C Van Boxtel, J Van Drie The Wiley international handbook of history teaching and learning, 149-176, 2018 | 182 | 2018 |
| Effects of representational guidance on domain specific reasoning in CSCL J Van Drie, C Van Boxtel, J Jaspers, G Kanselaar Computers in Human behavior 21 (4), 575-602, 2005 | 181 | 2005 |
| Metacognitive scaffolding in an innovative learning arrangement I Molenaar, CAM van Boxtel, PJC Sleegers Instructional Science 39, 785-803, 2011 | 142 | 2011 |
| Teaching towards historical expertise. Developing a pedagogy for fostering causal reasoning in history GL Stoel, JP van Drie, CAM van Boxtel Journal of Curriculum Studies 47 (1), 49-76, 2015 | 133 | 2015 |
| “That's in the time of the Romans!” Knowledge and strategies students use to contextualize historical images and documents C Van Boxtel, J van Drie Cognition and Instruction 30 (2), 113-145, 2012 | 133 | 2012 |
| Dynamic scaffolding of socially regulated learning in a computer-based learning environment I Molenaar, C Roda, C van Boxtel, P Sleegers Computers & Education 59 (2), 515-523, 2012 | 132 | 2012 |
| Collaborative concept learning: colla-borative learning tasks, student inter-action and the learning of physics con-cepts. CAM Van Boxtel, AL Veerman | 128 | 2000 |
| The effects of explicit teaching of strategies, second-order concepts, and epistemological underpinnings on students’ ability to reason causally in history. GL Stoel, JP van Drie, CAM Van Boxtel Journal of Educational Psychology 109 (3), 321, 2017 | 120 | 2017 |
| Toward historical perspective taking: Students’ reasoning when contextualizing the actions of people in the past T Huijgen, C Van Boxtel, W Van de Grift, P Holthuis Theory & Research in Social Education 45 (1), 110-144, 2017 | 115 | 2017 |
| Metacognitive scaffolding during collaborative learning: A promising combination I Molenaar, P Sleegers, C van Boxtel Metacognition and learning 9, 309-332, 2014 | 113 | 2014 |
| The effects of scaffolding metacognitive activities in small groups I Molenaar, CAM Van Boxtel, PJC Sleegers Computers in Human Behavior 26 (6), 1727-1738, 2010 | 103 | 2010 |
| Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs G Stoel, A Logtenberg, B Wansink, T Huijgen, C van Boxtel, J van Drie International Journal of Educational Research 83, 120-134, 2017 | 99 | 2017 |
| ‘I saw angry people and broken statues’: Historical empathy in secondary history education T De Leur, C Van Boxtel, A Wilschut British Journal of Educational Studies 65 (3), 331-352, 2017 | 95 | 2017 |
| Students’ and teachers’ beliefs about historical empathy in secondary history education H Bartelds, GM Savenije, C Van Boxtel Theory & Research in Social Education 48 (4), 529-551, 2020 | 93 | 2020 |
| The use of textbooks as a tool during collaborative physics learning C Boxtel, J van der Linden, G Kanselaar The Journal of Experimental Education 69 (1), 57-76, 2000 | 91 | 2000 |
| The understanding of historical time in the primary history curriculum in England and the Netherlands MJ De Groot-Reuvekamp, C Van Boxtel, A Ros, P Harnett Journal of Curriculum Studies 46 (4), 487-514, 2014 | 89 | 2014 |
| Historical reasoning in the classroom C Van Boxtel, J Van Drie Teaching History 150, 44-52, 2013 | 89 | 2013 |
