Gellof Kanselaar
Biographic Data
| ID | 2748325 |
|---|---|
| NAME | Gellof Kanselaar |
| GIVEN NAMES | Gellof |
| FAMILY NAME | Kanselaar |
| SIGNATURE | KANSELAAR G |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0002-4750-1289 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 1 |
Concrete and abstract visualizations in history learning tasks
Background History learning requires that students understand historical phenomena, abstract concepts and the relations between them. Students have problems grasping, using and relating complex historical developments and structures.Aims A study was conducted to determine the effects of tasks with abstract and/or concrete visualizations on the learning of historical developments and structures. The hypothesis was that students receiving visualiza…
Computer supported collaborative learning Computer supported collaborative learning
The evolution of computer-related educational evaluation in The Netherlands
Concrete and abstract visualizations in history learning tasks
Background History learning requires that students understand historical phenomena, abstract concepts and the relations between them. Students have problems grasping, using and relating complex historical developments and structures.Aims A study was conducted to determine the effects of tasks with abstract and/or concrete visualizations on the learning of historical developments and structures. The hypothesis was that students receiving visualiza…
Computer supported collaborative learning Computer supported collaborative learning
The evolution of computer-related educational evaluation in The Netherlands
Computer supported collaborative learning Computer supported collaborative learning
Concrete and abstract visualizations in history learning tasks
Background History learning requires that students understand historical phenomena, abstract concepts and the relations between them. Students have problems grasping, using and relating complex historical developments and structures.Aims A study was conducted to determine the effects of tasks with abstract and/or concrete visualizations on the learning of historical developments and structures. The hypothesis was that students receiving visualiza…
Computer Science (3 works) · Mathematics education (3 works) · Psychology (3 works) · Innovative Teaching and Learning Methods (2 works) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Cognition (1 work) · Cognitive psychology (1 work) · Cognitive science (1 work) · Collaborative learning (1 work)