Zobrazeno 1 - 10
of 32
pro vyhledávání: '"Jannet Van Drie"'
Publikováno v:
Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education, Vol 11, Iss 1, Pp 78-94 (2024)
In this study, we investigated the role of an observation instrument on teaching historical thinking and reasoning (HTR) in fostering teachers’ capability to teach historical reasoning. The aim was to see how Teach-HTR, an observation instrument th
Externí odkaz:
https://doaj.org/article/030440cfff794e99b8e2d20360d0e543
Publikováno v:
Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education, Vol 9, Iss 1, Pp 141-158 (2022)
In this descriptive study, we investigated undergraduate students’ epistemic beliefs in history and examined the relationship between students’ beliefs and their performance in written historical reasoning in the context of a historical reasoning
Externí odkaz:
https://doaj.org/article/656b461e540f4c39b45b3fa94c2273c8
Publikováno v:
Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education, Vol 8, Iss 1, Pp 46-69 (2021)
Textbook narratives of a nation’s past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This study aims to explore the use of multiperspectivity in teachers’ lesson designs for 10th
Externí odkaz:
https://doaj.org/article/a6937a9af41e4a74b2dbbd8d7e2168e0
Publikováno v:
Journal of Writing Research, Vol 7, Iss 1, Pp 123-156 (2015)
This study aims at gaining more insight in effective writing instruction to promote historical reasoning. In an experimental study, two types of instructions were compared; a general writing instruction and a discipline-based writing instruction. In
Externí odkaz:
https://doaj.org/article/2cad423ef4324012bea15c11e78c8153
Publikováno v:
European Journal of Applied Linguistics, 10(1), 185-211. De Gruyter
The concept of historical significance is seen as a key concept of historical reasoning. Assigning significance is based on criteria and related to the identity of who assigns significance. However, little is known about reasoning-, reading-, and wri
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4c4927982a04ada6d7e1e80866e38e0a
https://hdl.handle.net/11245.1/6f4a5c77-9fe7-4701-837b-7b0db888014c
https://hdl.handle.net/11245.1/6f4a5c77-9fe7-4701-837b-7b0db888014c
Publikováno v:
The Journal of Social Studies Research.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4ca4896fc3e9b4516a433b2f03def3e9
https://doi.org/10.1016/j.jssr.2022.12.001
https://doi.org/10.1016/j.jssr.2022.12.001
Publikováno v:
European Journal of Psychology of Education.
School history textbook narratives of a nation’s past often present limited perspectives, which may impede the aim of teaching history from multiple perspectives. Less is known about the influence of including multiple perspectives on students’ r
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5b16b4146df88401b6038b9aeccc9dff
https://doi.org/10.1007/s10212-022-00644-7
https://doi.org/10.1007/s10212-022-00644-7
Publikováno v:
Journal of the Learning Sciences, 30(4-5), 797-836. Routledge
Background: This study focused on undergraduate L2 students’ performance in written historical reasoning, particularly written historical contextualization, before and after participating in a historical reasoning course. The Content and Language I
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f3bcc41c90ec2f9b164f4b5f61da414e
https://hdl.handle.net/11245.1/74e39a81-1d7e-47c7-84d6-b9f75ded187b
https://hdl.handle.net/11245.1/74e39a81-1d7e-47c7-84d6-b9f75ded187b
Publikováno v:
The Journal of Social Studies Research.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::68854ca92b7e76d085b290c7dd41dae1
https://doi.org/10.1016/j.jssr.2022.05.003
https://doi.org/10.1016/j.jssr.2022.05.003
Publikováno v:
International Journal of Bilingual Education and Bilingualism. 25:2058-2074
In a study of undergraduate L2 students participating in a Content and Language Integrated Learning historical reasoning course, we examined students’ changing performance on historical reasoning a...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::76cfbda1470839616c186fa017b2d320
https://doi.org/10.1080/13670050.2020.1844136
https://doi.org/10.1080/13670050.2020.1844136