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Results: 110
Number of items: 110
  • Open Access
    Gestsdóttir, S. M., van Boxtel, C., & van Drie, J. (2018). Teaching historical thinking and reasoning: Construction of an observation instrument. British Educational Research Journal, 44(6), 960-981. https://doi.org/10.1002/berj.3471
  • Open Access
    van Ginkel, G., van Drie, J., & Verloop, N. (2018). Mentor teachers' views of their mentees. Mentoring and Tutoring: Partnerschip in Learning., 26(2), 122-147. https://doi.org/10.1080/13611267.2018.1472542
  • Open Access
    van Boxtel, C., & van Drie, J. (2018). Historical Reasoning: The Interplay of Domain-Specific and Domain-General Aspects. In F. Fischer, C. A. Chinn, K. Engelmann, & J. Osborne (Eds.), Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge (pp. 142-161). Routledge. https://doi.org/10.4324/9780203731826-8
  • Open Access
    van Drie, J., & Stoel, G. (2018). De feiten voorbij: Analyse van causaal redeneren van havo-leerlingen als basis voor lessen op maat. Verslag van het onderzoek. Landelijk Expertisecentrum Mens- en Maatschappijvakken. http://www.expertisecentrum-geschiedenis.nl/wp-content/uploads/De-feiten-voorbij_onderzoeksverslag_def.pdf
  • Open Access
    van Drie, J., Janssen, T., & Groenendijk, T. (2018). Effects of writing instruction on adolescents’ knowledge of writing and text quality in History. L1 Educational Studies in Language and Literature, 18. https://doi.org/10.17239/L1ESLL-2018.18.03.08
  • Open Access
    Stoel, G., & van Drie, J. (2018). Geschiedenis op maat. Web publication or website, Didactief. https://didactiefonline.nl/artikel/geschiedenis-op-maat
  • Open Access
    van Boxtel, C., & van Drie, J. (2018). Historical reasoning: conceptualizations and educational applications. In S. A. Metzger, & L. McArthur Harris (Eds.), The Wiley International Handbook of History Teaching and Learning (pp. 149-176). (The Wiley Handbooks in Education). Wiley-Blackwell. https://doi.org/10.1002/9781119100812.ch6
  • van Drie, J. (2017). Aandacht voor schrijfvaardigheid: sleutel voor historisch redeneren. Hermes, 21(61), 4-11.
  • van Boxtel, C., & van Drie, J. (2017). Engaging Students in Historical Reasoning: The Need for Dialogic History Education. In M. Carretero, S. Berger, & M. Grever (Eds.), Palgrave Handbook of Research in Historical Culture and Education (pp. 573-589). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-52908-4_30
  • Open Access
    Schlatter, E., Bredeweg, B., van Drie, J., & de Jong, P. (2017). Can learning by qualitative modelling be deployed as an effective method for learning Subject-Specific Content? In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017 : proceedings (pp. 479-485). (Lecture Notes in Computer Science; Vol. 10474). Springer. https://doi.org/10.1007/978-3-319-66610-5_46
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