People: Fleur Prinsen



Dr. Fleur Prinsen

Utrecht University
Affiliation: Faculty of Social Sciences, Langeveld Institute, Utrecht University Office: Martinus J. Langeveldgebouw, Heidelberglaan 1, Room G03, 3584 CS Utrecht
Phone: 0031-30 253 3054



Research areas
Multi-literacies and New (Social) Media, (Virtual) Learning Environments, (Collaborative) Learning Processes, Social Networks, Identity, Socio-Cultural background, Gender Differences.

BA in Psychology, VU University of Amsterdam, 1997 MSc in Educational Psychology, Leiden University, 2001 PhD in Computer Supported Collaborative Learning, VU University, 2007

My earlier research focused on differences in participation and learning outcomes of students in Computer Supported Collaborative Learning. It showed, among other things, that gendered patterns of participation carry over into CSCL environments but can be countered under certain conditions and that factors like prior knowledge, computer skills, status, socio-cultural background and comprehensive reading ability influence participation. An intervention study showed that the quality of participation can be enhanced through feedback and reflection on the studentsí types of participation and that especially students from different socio-cultural backgrounds can profit (in terms of learning outcomes) from attention to the quality of their participation. Other studies I have contributed to (in Toronto, Canada and Singapore) were examining young studentsí scientific literacy practices and how they can be supported by a Knowledge Building pedagogical approach and a virtual environment with visualizations tools. The exploration focused on ways in which this pedagogy contributed to studentsí understanding of the source, nature and evaluation of knowledge and the way students used multiple resources (like other people, drawings, collaborative notes and internet sources) while building their knowledge about scientific concepts.

In general Iím interested in how young people gain access to the social capital that resides in the social networks of different communities of practice and what students need (in terms of relational abilities, attitudes and environmental conditions) to develop positive identities, create useful knowledge of their own and become life-long learners.

Role in the Wired Up Team
In the greater Wired Up project I will be engaged in research on identity formation across online and offline social networked environments. For this study social network interviews will be conducted and ethnographic methods of data collection will be employed.

Current teaching
-BA course Education & Society/ Opvoeding en Maatschappij, School of Pedagogical and Educational Sciences
-Supervision of BA and MA theses


-Poster ISCAR 2011: Lived in spaces and identity practics of migrant youth. Achieving a sense of belonging in Hybrid Social Networks (click to download as .pdf)

-Prinsen, F.R., Terwel, J., Volman, M.L.L. & Fakkert, M. (2008).Feedback and reflection to promote student participation in computer supported collaborative learning. In A. Ashman, R.Gillies & J. Terwel (Eds.). The teacher's role in implementing cooperative learning in the classroom ( pp. 132-162). Springer ISBN: 978-0-387-70891-1. doi:10.1007/978-0-387-70892-8_7

-Prinsen, F (2006). [In Dutch] Het ideaal en de praktijk van samenwerkend leren met de computer. In D.J. de Ruyter, G.D. Bertram-Troost, S.M.A. Sieckelinck (Eds.) Idealen, idolen en iconen van de pedagogiek (pp.227-237) ISBN: 9066657235

Journal Articles
-Beishuizen, J.J., Asscher, J.J, Prinsen, F.R., & Elshout-Mohr, M. (2003). Presence and place of main ideas and examples in study texts. British Journal of Educational Psychology, 73(3), 291-316.

- Prinsen, F.R., Volman, M.L.L. & Terwel, J. (2006). The influence of learner characteristics on degree and type of participation in a CSCL environment. British Journal of Educational Technology, 38(6), 1037-1055. doi:10.1111/j.1467-8535.2006.00692.x

-Prinsen, F.R., Volman, M.L.L. & Terwel, J. (2007). Gender-related differences in computer-mediated communication and computer-supported collaborative learning. Journal of Computer Assisted Learning, 23(5), 393-409. doi:10.1111/j.1365-2729.2007.00224.x

- Prinsen, F.R., M.L.L. Volman, M.L.L., Terwel, J. & van den Eeden, P. (2009). Effects on participation of an experimental CSCL-programme to support elaboration: Do all students benefit? Computers & Education. doi: 10.1016/j.compedu.2008.07.001

Research report:
Scardamalia, M., Teplovs, C., Chuy, M. & Prinsen, F.R. (2010). Understanding the nature of science and scientific progress: A theory-building approach. Research report for CCL (Canadian Council on Learning).

In preparation:
-Prinsen, F.R., M.L.L. Volman, Terwel, J & van den Eeden, P. The effects of an elaborative CSCL programme on the learning outcomes of minority and majority students in Dutch primary schools.

-Prinsen, F.R., Bielaczyc, K. & Suah, S. Resource use in science explorations: A study of grade 4 students in a Singaporean primary school.

-Prinsen, F.R. & Scardamalia, M. The collective nature of science: A knowledge building approach to raising grade 4 studentsí scientific literacy.

-Prinsen, F.R. & Scardamalia, M. Developing a more sophisticated epistemology of science through a Knowledge Building approach.

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