Dr. Hannie Gijlers

Assistant Professor

Cubicus B223

Hannie Gijlers (1975) studied Educational Science at the University of Groningen. In august 2000 she graduated on the implementation of self regulated learning in secondary schools. Subsequently she got a PhD position at the University of Twente where she worked on computer supported collaborative inquiry learning in science. The main question guiding her PhD project was; How to create a computer supported learning environment that effectively supports collaborative inquiry learning in science.

Hannie continues her research in the field of collaborative inquiry learning. The focus of her current research project is on the interaction between cognitive and communicative processes in collaborative inquiry learning environments. Her research interest include student generated knowledge representations and collaborative learning. Hannie investigate how joint representations facilitate collaborative knowledge construction.


  • Netherlands Educational Research Association (VOR)
  • European Association for Research on Learning and Instruction (EARLI)

Research interests

  • Inquiry learning
  • Collaborative learning
  • Computer supported learning environments

These fields of interest include the following topics:

  • inquiry learning processes
  • Inquiry learning skills
  • Cognitive tools
  • Co-construction of knowledge and personal understanding
  • Learning dialogues


  • Developmental Psychology (290206)
  • Psychological design (290116)
  • Design methodology for psychology (298301)
  • Learning in children and adolescents (291308)

Selected publications

  • Gijlers, H., & de Jong, T. (in press). Using concept maps to facilitate collaborative simulation-based inquiry learning. The Journal of the Learning Sciences
  • Bollen, L., Gijlers, H., & van Joolingen, W. (2012). Computer-Supported Collaborative Drawing in Primary School Education – Technical Realization and Empirical Findings. In V. Herskovic, H. Hoppe, M. Jansen & J. Ziegler (Eds.), Collaboration and Technology (Vol. 7493, pp. 1-16): Springer Berlin / Heidelberg.
  • van Joolingen, W., Bollen, L., Leenaars, F., & Gijlers, H. (2012). Drawing-Based Modeling for Early Science Education. In S. Cerri, W. Clancey, G. Papadourakis & K. Panourgia (Eds.), Intelligent Tutoring Systems (Vol. 7315, pp. 689-690): Springer Berlin / Heidelberg.
  • Anjewierden, A., Gijlers, H., Kolloffel, B., Saab, N., & de Hoog, R. (2011). Examining the relation between domain-related communication and collaborative inquiry learning. Computers & Education, 57, 1741-1748. 
  • Gijlers, H., Saab, N., van Joolingen, W.R., de Jong, T., & van Hout Wolters, B.A.M. (2009). Interaction between tool and talk: How instruction and tools support consensus building in collaborative inquiry learning environments. Journal of Computer Assisted Learning,  25, 252-267.
  • Gijlers, H., & de Jong, T. (2009). Sharing and confronting propositions in collaborative inquiry learning. Cognition and Instruction, 27, 239-268.
  • Gijlers, H., & de Jong, T. (2005). The relation between prior knowledge and students’ collaborative discovery learning processes. Journal of Research in Science Teaching, 42, 264-282.
  • Gijlers, H,. & de Jong, T. (2005). Confronting ideas in collaborative scientific discovery learning. Paper presented at the AERA 2005, Montreal, CA.
  • Gijlers, H. (2005). Confrontation and co-construction. Exploring and supporting collaborative scientific discovery learning with computer simulations. Proefschrift, Universiteit Twente.