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Results: 181
Number of items: 181
  • 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 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
    Schep, M., van Boxtel, C., & Noordegraaf, J. (2018). Competent museum guides: defining competencies for use in art and history museums. Museum Management and Curatorship, 33(1), 2-24. https://doi.org/10.1080/09647775.2017.1387590
  • Open Access
    de Groot-Reuvekamp, M., Ros, A., & van Boxtel, C. (2018). Improving elementary school students’ understanding of historical time: Effects of teaching with “Timewise”. Theory and Research in Social Education, 46(1), 35-67. https://doi.org/10.1080/00933104.2017.1357058
  • de Groot-Reuvekamp, M., Ros, A., van Boxtel, C., & Oort, F. (2017). Primary school pupils’ performances in understanding historical time. Education 3-13, 45(2), 227-242. https://doi.org/10.1080/03004279.2015.1075053
  • Open Access
    van Boxtel, C. A. M. (2017). Hoe ondersteun je als lerarenopleider de leraar-in-opleiding bij zijn ontwikkeling als vakdidacticus? Een uitwerking voor de mens- en maatschappijvakken. In G. Geerdink, & I. Pauw (Eds.), Kennisbasis lerarenopleiders. Katern 3. Inhoud en vakdidactiek op de lerarenopleidingen (pp. 163-167). (De Kennisbasis Lerarenopleiders). VELON.
  • 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
    Huijgen, T., van Boxtel, C., van de Grift, W., & Holthuis, P. (2017). Toward historical perspective taking: Students' reasoning when contextualizing the actions of people in the past. Theory and Research in Social Education, 45(1), 110-144. https://doi.org/10.1080/00933104.2016.1208597
  • Open Access
    Stoel, G. L., van Drie, J. P., & van Boxtel, C. A. M. (2017). The effects of explicit teaching of strategies, second-order concepts, and epistemological underpinnings on students’ ability to reason causally in history. Journal of Educational Psychology, 109(3), 321-337. https://doi.org/10.1037/edu0000143
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