What Does It Mean to Think Historically ... and How Do You Teach It

By B. Vansledright. 2004

243 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/265ab69400110a8904f70ecf2cf5c46b7eeae5ea

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Jeffrey Alan Greene
2. Roger Azevedo
3. Paul G. Fitchett
4. R. Lambert
5. Tina L. Heafner
6. J. Torney-Purta
7. Ernesto Panadero
8. Adar Ben-Eliyahu

Citations in the corpus

• Examining Elementary Social Studies Marginalization (2014, background): “…who suggest that integration dilutes social studies instruction (Brophy et al., 2009; Parker & Jarolimek, 1997; Thornton & Houser, 1996) and fails to consider discipline-specific skills such as historical investigation (Brophy & Alleman, 2008; Levstik & Barton, 2010; VanSledright, 2004, 2011).”
• Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions (2008, background): “In general, a more sophisticated set of ontological categories should be associated with a more sophisticated set of attributes, including ideas such as time, perspective and context (Carr, 1990; Maggioni, Riconscente, & Alexander, 2006; VanSledright, 2004).”