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Results: 180
Number of items: 180
  • Open Access
    de Leur, T. L. (2019). "Just imagine...'': Exploring externalized learner-generated images of the past in secondary history education. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    Dam, M., Ottenhof, K., Van Boxtel, C., & Janssen, F. (2019). Understanding Cellular Respiration through Simulation Using Lego® as a Concrete Dynamic Model. Education Sciences, 9(2), Article 72. https://doi.org/10.3390/educsci9020072
  • Open Access
    van Boxtel, C. (2019). Reflections on the FUER model of historical thinking. In W. Schreiber, B. Ziegler, & C. Kühberger (Eds.), Geschichtsdidaktischer Zwischenhalt: Beiträge aus der Tagung «Kompetent machen für ein Leben in, mit und durch Geschichte» in Eichstätt vom November 2017 (pp. 59-70). Waxmann Verlag.
  • Open Access
    Kropman, M., van Drie, J., & van Boxtel, C. (2019). Multiperspectivity in the history classroom: The role of narrative and metaphor. In M. Hanne, & A. A. Kaal (Eds.), Narrative and Metaphor in Education: Look Both Ways (pp. 63-75). Routledge. https://doi.org/10.4324/9780429459191-5
  • van Boxtel, C., & de Koning, L. (2018). Historisch denken en redeneren ontwikkelen binnen spel. In M. Dobber, & B. van Oers (Eds.), Spelen en leren op school (pp. 73-86). Koninklijke Van Gorcum.
  • Open Access
    Savenije, G., & van Boxtel, C. (2018). Nu merk ik weer hoe lastig mijn vak eigenlijk is (PLG 4). Web publication or website, Didactief. https://didactiefonline.nl/blog/blonz/nu-merk-ik-weer-hoe-lastig-mijn-vak-eigenlijk-is-plg-4
  • Open Access
    Huijgen, T., van de Grift, W., van Boxtel, C., & Holthuis, P. (2018). Promoting historical contextualization: the development and testing of a pedagogy. Journal of Curriculum Studies, 50(3), 410-434. https://doi.org/10.1080/00220272.2018.1435724
  • 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
    Schep, M., van Boxtel, C., & Noordegraaf, J. (2018). Post-observation conversations in the museum: using the self-evaluation of the supervisee as the starting point. Museum Management and Curatorship, 33(5), 506-523. https://doi.org/10.1080/09647775.2018.1501602
  • 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
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