-
1
-
-
77955057124
-
Argumentative design
-
N. Muller-Mirza & A-N. Perret-Clermont (Eds.), NewYork,NY: SpringerVerlag
-
Andriessen, J. E. B., & Schwarz, B. B. (2009). Argumentative design. In N. Muller-Mirza & A-N. Perret-Clermont (Eds.), Argumentationandeducation-Theoretical foundationsandpractices(pp.145-174).NewYork,NY: SpringerVerlag.
-
(2009)
Argumentation and education-Theoretical Foundations and practices
, pp. 145-174
-
-
Andriessen, J.E.B.1
Schwarz, B.B.2
-
2
-
-
84937313313
-
Arguing and Explaining: The Social Organization of Accounts
-
London, UK: Sage
-
Antaki, C. (1994). Arguing and explaining: The social organization of accounts. London, UK: Sage.
-
(1994)
-
-
Antaki, C.1
-
3
-
-
34548829379
-
The effects of monological and dialogical argumentation on concept learning in evolutionary theory
-
Asterhan, C. S. C., & Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99, 626-639.
-
(2007)
Journal of Educational Psychology
, vol.99
, pp. 626-639
-
-
Asterhan, C.S.C.1
Schwarz, B.B.2
-
4
-
-
77953173242
-
Argumentation and explanation in conceptual change: Indications from protocol analyses of peer-to-peer dialogue
-
Asterhan, C. S. C., & Schwarz, B. B. (2009). Argumentation and explanation in conceptual change: Indications from protocol analyses of peer-to-peer dialogue. Cognitive Science, 33, 374-400.
-
(2009)
Cognitive Science
, vol.33
, pp. 374-400
-
-
Asterhan, C.S.C.1
Schwarz, B.B.2
-
5
-
-
3943051545
-
Computer-mediated argumentative interactions for the co-elaboration of scientific notions
-
J. Andriessen, M. Baker, & D. Suthers (Eds.), Dordrecht, Netherlands: Kluwer Academic Publishers
-
Baker, M. (2003). Computer-mediated argumentative interactions for the co-elaboration of scientific notions. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments (pp. 47-78). Dordrecht, Netherlands: Kluwer Academic Publishers.
-
(2003)
Arguing to Learn: Confronting Cognitions in Computer-supported Collaborative Learning Environments
, pp. 47-78
-
-
Baker, M.1
-
6
-
-
84933483084
-
Positioning between structure and performance
-
Bamberg, M. (1997). Positioning between structure and performance. Journal of Narrative and Life History, 7, 335-342.
-
(1997)
Journal of Narrative and Life History
, vol.7
, pp. 335-342
-
-
Bamberg, M.1
-
11
-
-
79953868559
-
Theory building and the pursuit of understanding in history, social studies, and literature
-
(in press)., M. J. Lawson & J. R. Kirby (Eds.), New York, NY: Cambridge University Press
-
Bereiter, C., & Scardamalia, M. (in press). Theory building and the pursuit of understanding in history, social studies, and literature. In M. J. Lawson & J. R. Kirby (Eds.), The quality of learning. New York, NY: Cambridge University Press.
-
The Quality of Learning
-
-
Bereiter, C.1
Scardamalia, M.2
-
12
-
-
84937333374
-
Changing stances on abortion during case-based reasoning tasks: Who changes and under what conditions
-
Bernas, R. S., & Stein, L. S. (2001). Changing stances on abortion during case-based reasoning tasks: Who changes and under what conditions. Discourse Processes, 32(2), 177-190.
-
(2001)
Discourse Processes
, vol.32
, Issue.2
, pp. 177-190
-
-
Bernas, R.S.1
Stein, L.S.2
-
13
-
-
0039830171
-
New views of the learner: Implications for instruction and curriculum
-
Bloom, B. S. (1978). New views of the learner: Implications for instruction and curriculum. Educational Leadership, 35(7),563-576.
-
(1978)
Educational Leadership
, vol.35
, Issue.7
, pp. 563-576
-
-
Bloom, B.S.1
-
14
-
-
0037648793
-
Improving students' ability to identify and use source information
-
Britt, M., & Aglinskas, C. (2002). Improving students' ability to identify and use source information. Cognition and Instruction, 20(4), 485-522.
-
(2002)
Cognition and Instruction
, vol.20
, Issue.4
, pp. 485-522
-
-
Britt, M.1
Aglinskas, C.2
-
15
-
-
0003710078
-
-
Cambridge, MA: Harvard University Press
-
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
-
(1996)
The Culture of Education
-
-
Bruner, J.1
-
17
-
-
21344494066
-
Empowerment and mediation: A narrative perspective
-
Cobb, S. (1993). Empowerment and mediation: A narrative perspective. Negotiation Journal, 9(3), 245-259.
-
(1993)
Negotiation Journal
, vol.9
, Issue.3
, pp. 245-259
-
-
Cobb, S.1
-
19
-
-
84933477232
-
Guilty by association: When one's group has a negative history
-
Doosje, B., Branscombe, N. R., Spears, R., & Manstead, A. S. R. (1998). Guilty by association: When one's group has a negative history. Journal of Personality and Social Psychology, 75, 872-886.
-
(1998)
Journal of Personality and Social Psychology
, vol.75
, pp. 872-886
-
-
Doosje, B.1
Branscombe, N.R.2
Spears, R.3
Manstead, A.S.R.4
-
20
-
-
0034178558
-
Establishing the norms of scientific argumentation in classrooms
-
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312.
-
(2000)
Science Education
, vol.84
, pp. 287-312
-
-
Driver, R.1
Newton, P.2
Osborne, J.3
-
21
-
-
0001411247
-
Deconstructing differences in African American and European American adolescents' perspectives on United States history
-
Epstein, T. (1998). Deconstructing differences in African American and European American adolescents' perspectives on United States history. Curriculum Inquiry, 28, 397-423.
-
(1998)
Curriculum Inquiry
, vol.28
, pp. 397-423
-
-
Epstein, T.1
-
22
-
-
33846424938
-
Official and counter narratives in Israeli students' collective memory
-
Goldberg, T., Porat, D., & Schwarz, B. B. (2006). Official and counter narratives in Israeli students' collective memory. Narrative Inquiry, 16(2), 319-347.
-
(2006)
Narrative Inquiry
, vol.16
, Issue.2
, pp. 319-347
-
-
Goldberg, T.1
Porat, D.2
Schwarz, B.B.3
-
23
-
-
43049115385
-
Living and dormant collective memories as contexts of history learning
-
Goldberg, T., Schwarz, B. B., & Porat, D. (2008). Living and dormant collective memories as contexts of history learning. Learning and Instruction, 18(3), 223-237.
-
(2008)
Learning and Instruction
, vol.18
, Issue.3
, pp. 223-237
-
-
Goldberg, T.1
Schwarz, B.B.2
Porat, D.3
-
24
-
-
0036614454
-
Learning from the Birmingham Civil Rights Institute: Documenting teacher development
-
Gregg, M., & Leinhardt, G. (2002). Learning from the Birmingham Civil Rights Institute: Documenting teacher development. American Educational Research Journal, 39(2), 553-587.
-
(2002)
American Educational Research Journal
, vol.39
, Issue.2
, pp. 553-587
-
-
Gregg, M.1
Leinhardt, G.2
-
25
-
-
0005208972
-
Ethnic studies: It's evolution in American colleges and universities
-
D. T. Goldberg (Ed.), Oxford, UK: Blackwell
-
Gutierrez, R. A. (1994). Ethnic studies: It's evolution in American colleges and universities. In D. T. Goldberg (Ed.), Multiculturalism: A critical reader (pp. 157-167). Oxford, UK: Blackwell.
-
(1994)
Multiculturalism: A Critical Reader
, pp. 157-167
-
-
Gutierrez, R.A.1
-
26
-
-
4444352716
-
Really unreal: Narrative evaluation and the objectification of experience
-
Gwyn, R. (2001). "Really unreal": Narrative evaluation and the objectification of experience. Narrative Inquiry, 10(2), 313-340.
-
(2001)
Narrative Inquiry
, vol.10
, Issue.2
, pp. 313-340
-
-
Gwyn, R.1
-
27
-
-
79953875059
-
Why essay writing remains central to learning history at AS level
-
Harris, R. (2001). Why essay writing remains central to learning history at AS level. Teaching History, 103, 13-16.
-
(2001)
Teaching History
, vol.103
, pp. 13-16
-
-
Harris, R.1
-
28
-
-
84985779132
-
The "ultimate attribution error"? A review of the literature on intergroup causal attribution
-
Hewstone, M. (1990). The "ultimate attribution error"? A review of the literature on intergroup causal attribution. European Journal of Social Psychology, 20, 311-336.
-
(1990)
European Journal of Social Psychology
, vol.20
, pp. 311-336
-
-
Hewstone, M.1
-
29
-
-
0038361644
-
Teaching students to think critically using multiple texts in history
-
Hynd, C. R. (1999). Teaching students to think critically using multiple texts in history. Journal of Adolescent & Adult Literacy, 42(6), 428-436.
-
(1999)
Journal of Adolescent & Adult Literacy
, vol.42
, Issue.6
, pp. 428-436
-
-
Hynd, C.R.1
-
30
-
-
79953901074
-
-
Israeli Ministry of Education, [Hebrew]. Retrieved from
-
Israeli Ministry of Education. (2010). History curriculum for the junior high school [Hebrew]. Retrieved from http://meyda.education.gov.il/files/TochniyotLimudim/Portal/History.pdf
-
(2010)
History Curriculum for the Junior High School
-
-
-
32
-
-
0003924923
-
-
Cambridge, UK: Cambridge University Press
-
Kuhn, D. (1991). The skills of argument. Cambridge, UK: Cambridge University Press.
-
(1991)
The Skills of Argument
-
-
Kuhn, D.1
-
33
-
-
0035222026
-
How do people know?
-
Kuhn, D. (2001). How do people know? Psychological Science, 12(1), 1-8.
-
(2001)
Psychological Science
, vol.12
, Issue.1
, pp. 1-8
-
-
Kuhn, D.1
-
34
-
-
0038474647
-
Historical reasoning as theory-evidence coordination
-
M. Carretero and J. F. Voss (Eds.), Hillsdale, NJ: Erlbaum
-
Kuhn, D., Weinstock, M., & Flaton, R. (1994). Historical reasoning as theory-evidence coordination. In M. Carretero and J. F. Voss (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 377-402). Hillsdale, NJ: Erlbaum.
-
(1994)
Cognitive and Instructional Processes in History and The Social Sciences
, pp. 377-402
-
-
Kuhn, D.1
Weinstock, M.2
Flaton, R.3
-
35
-
-
0000399735
-
Effects of dyadic interaction on argumentative reasoning
-
Kuhn, D., Shaw, V., & Felton, M. (1997). Effects of dyadic interaction on argumentative reasoning. Cognition and Instruction, 15, 287-315.
-
(1997)
Cognition and Instruction
, vol.15
, pp. 287-315
-
-
Kuhn, D.1
Shaw, V.2
Felton, M.3
-
37
-
-
85014439180
-
Putting principles into practice: Understanding history
-
M. S. Donovan & J. D. Bransford (Eds.), Washington, DC: The National Academies Press
-
Lee, P. J. (2005). Putting principles into practice: Understanding history. In M. S. Donovan & J. D. Bransford (Eds.), How students learn: History in the classroom (pp. 29-78). Washington, DC: The National Academies Press.
-
(2005)
How Students Learn: History in the Classroom
, pp. 29-78
-
-
Lee, P.J.1
-
38
-
-
0038361646
-
Progression in historical understanding among students ages 7-14
-
P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), New York, NY: New York University Press
-
Lee, P., & Ashby, R. (2000). Progression in historical understanding among students ages 7-14. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 199-222). New York, NY: New York University Press.
-
(2000)
Knowing, Teaching, and Learning History: National and International Perspectives
, pp. 199-222
-
-
Lee, P.1
Ashby, R.2
-
39
-
-
0037685600
-
Lessons on teaching and learning in history from Paul's pen
-
P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), New York, NY: New York University Press
-
Leinhardt, G. (2000). Lessons on teaching and learning in history from Paul's pen. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 223-245). New York, NY: New York University Press.
-
(2000)
Knowing, Teaching, and Learning History: National and International Perspectives
, pp. 223-245
-
-
Leinhardt, G.1
-
40
-
-
0007133871
-
Narrative constructions: Cultural frames for history
-
Levstik, L. S. (1995). Narrative constructions: Cultural frames for history. The Social Studies, 86(3), 113-116.
-
(1995)
The Social Studies
, vol.86
, Issue.3
, pp. 113-116
-
-
Levstik, L.S.1
-
41
-
-
0040736902
-
Articulating the silences: Teachers' and adolescents' conceptions of historical significance
-
P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), New York, NY: New York University Press
-
Levstik, L. S. (2000). Articulating the silences: Teachers' and adolescents' conceptions of historical significance. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 284-305). New York, NY: New York University Press.
-
(2000)
Knowing, Teaching, and Learning History: National and International Perspectives
, pp. 284-305
-
-
Levstik, L.S.1
-
43
-
-
0001371817
-
Biased assimilation and attitude polarization: The effects of prior theories on subsequently considered evidence
-
Lord, C. G., Ross, L., & Lepper, M. R. (1979). Biased assimilation and attitude polarization: The effects of prior theories on subsequently considered evidence. Journal of Personality and Social Psychology, 37, 2098-2109.
-
(1979)
Journal of Personality and Social Psychology
, vol.37
, pp. 2098-2109
-
-
Lord, C.G.1
Ross, L.2
Lepper, M.R.3
-
46
-
-
0002432133
-
Writing from primary documents: A way of knowing in history
-
McCarthy-Young, K., & Leinhardt, G. (1998). Writing from primary documents: A way of knowing in history. Written Communication, 15(1), 25-68.
-
(1998)
Written Communication
, vol.15
, Issue.1
, pp. 25-68
-
-
McCarthy-Young, K.1
Leinhardt, G.2
-
48
-
-
0036103467
-
When negative evidence increases confidence: Changes in belief after hearing two sides of a dispute
-
McKenzie, C. R. M., Lee, S. M., & Chen, K. K. (2002). When negative evidence increases confidence: Changes in belief after hearing two sides of a dispute. Journal of Behavioral Decision Making, 15(1), 1-18.
-
(2002)
Journal of Behavioral Decision Making
, vol.15
, Issue.1
, pp. 1-18
-
-
McKenzie, C.R.M.1
Lee, S.M.2
Chen, K.K.3
-
49
-
-
0003136586
-
Narrative form as a cognitive instrument
-
R. H. Canary & H. Kozicki (Eds.), Madison, WI: University of Wisconsin Press
-
Mink, L. O. (1978). Narrative form as a cognitive instrument. In R. H. Canary & H. Kozicki (Eds.), The writings of history: Literary form and historical understanding (pp. 129-149). Madison, WI: University of Wisconsin Press.
-
(1978)
The Writings of History: Literary Form and Historical Understanding
, pp. 129-149
-
-
Mink, L.O.1
-
50
-
-
79953876988
-
-
National Curriculum Online, Retrieved from
-
National Curriculum Online. (2004). History attainment goals. Retrieved from http://www.nc.uk.net/webdav/servlet
-
(2004)
History Attainment Goals
-
-
-
52
-
-
0000245521
-
Confirmation bias: A ubiquitous phenomenon in many guises
-
Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology 2(2),175-220.
-
(1998)
Review of General Psychology
, vol.2
, Issue.2
, pp. 175-220
-
-
Nickerson, R.S.1
-
55
-
-
85047671982
-
Thought confidence as a determinant of persuasion: The self-validation hypothesis
-
Petty, R. E., Briñol, P., & Tormala, Z. L. (2002). Thought confidence as a determinant of persuasion: The self-validation hypothesis. Journal of Personality and Social Psychology, 82(5), 722-741.
-
(2002)
Journal of Personality and Social Psychology
, vol.82
, Issue.5
, pp. 722-741
-
-
Petty, R.E.1
Briñol, P.2
Tormala, Z.L.3
-
56
-
-
0000224557
-
Arguing and reasoning in understanding historical topics
-
Pontecorvo, C., & Girardet, H. (1993). Arguing and reasoning in understanding historical topics. Cognition and Instruction, 11(3-4), 365-395.
-
(1993)
Cognition and Instruction
, vol.11
, Issue.3-4
, pp. 365-395
-
-
Pontecorvo, C.1
Girardet, H.2
-
57
-
-
14944373460
-
It's not written here, but this is what happened: Students' cultural comprehension of textbook narratives on the Arab-Israeli conflict
-
Porat, D. A. (2004). It's not written here, but this is what happened: Students' cultural comprehension of textbook narratives on the Arab-Israeli conflict. American Educational Research Journal, 41(4), 963-996.
-
(2004)
American Educational Research Journal
, vol.41
, Issue.4
, pp. 963-996
-
-
Porat, D.A.1
-
58
-
-
0033630763
-
When are we better than them and they worse than us? A closer look at social discrimination in positive and negative domains
-
Reynolds, K. J., Turner, J. C., & Haslam, S. A. (2000). When are we better than them and they worse than us? A closer look at social discrimination in positive and negative domains. Journal of Personality and Social Psychology, 78(1), 64-80.
-
(2000)
Journal of Personality and Social Psychology
, vol.78
, Issue.1
, pp. 64-80
-
-
Reynolds, K.J.1
Turner, J.C.2
Haslam, S.A.3
-
59
-
-
0347683836
-
Using multiple sources of evidence to reason about history
-
Rouet, J.-F., Britt, M., Mason, R., A., & Perfetti, C. A. (1996). Using multiple sources of evidence to reason about history. Journal of Educational Psychology, 88(3), 478-493.
-
(1996)
Journal of Educational Psychology
, vol.88
, Issue.3
, pp. 478-493
-
-
Rouet, J.-F.1
Britt, M.2
Mason, R.A.3
Perfetti, C.A.4
-
60
-
-
42149176412
-
Understanding historical controversies: Students' evaluation and use of documentary evidence
-
Rouet, J.-F., Perfetti, C. A., Favart, M., & Marron, M. A. (1998). Understanding historical controversies: Students' evaluation and use of documentary evidence. International Review of History Education, 2, 95-117.
-
(1998)
International Review of History Education
, vol.2
, pp. 95-117
-
-
Rouet, J.-F.1
Perfetti, C.A.2
Favart, M.3
Marron, M.A.4
-
61
-
-
34250026318
-
Knowledge building: Theory, pedagogy, and technology
-
K. Sawyer (Ed.), New York, NY: Cambridge University Press
-
Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97-118). New York, NY: Cambridge University Press.
-
(2006)
Cambridge Handbook of the Learning Sciences
, pp. 97-118
-
-
Scardamalia, M.1
Bereiter, C.2
-
62
-
-
12144256310
-
Collective reading of multiple texts in argumentative activities
-
Schwarz, B. B. (2003). Collective reading of multiple texts in argumentative activities. The International Journal of Educational Research, 39, 133-151.
-
(2003)
The International Journal of Educational Research
, vol.39
, pp. 133-151
-
-
Schwarz, B.B.1
-
63
-
-
84885729612
-
Argumentation and learning
-
N. Muller-Mirza & A.-N. Perret-Clermont (Eds.), New York, NY: Springer Verlag
-
Schwarz, B. B. (2009). Argumentation and learning. In N. Muller-Mirza & A.-N. Perret-Clermont (Eds.), Argumentation and education-Theoretical foundations and practices (pp. 91-126). New York, NY: Springer Verlag.
-
(2009)
Argumentation and Education-Theoretical Foundations and Practices
, pp. 91-126
-
-
Schwarz, B.B.1
-
64
-
-
0010000959
-
Two "wrongs" may make a right. If they argue together!
-
Schwarz, B. B., Neuman, Y., & Biezuner, S. (2000). Two "wrongs" may make a right. If they argue together! Cognition and Instruction, 18(4), 461-494.
-
(2000)
Cognition and Instruction
, vol.18
, Issue.4
, pp. 461-494
-
-
Schwarz, B.B.1
Neuman, Y.2
Biezuner, S.3
-
65
-
-
0000294742
-
Mapping the terrain of historical significance
-
Seixas, P. (1997). Mapping the terrain of historical significance. Social Education, 61(1), 22-27.
-
(1997)
Social Education
, vol.61
, Issue.1
, pp. 22-27
-
-
Seixas, P.1
-
66
-
-
34547423939
-
The caliphs coin: The currency of narrative frameworks in history teaching
-
P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), New York, NY: New York University Press
-
Shemilt, D. (2000). The caliphs coin: The currency of narrative frameworks in history teaching. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 83-101). New York, NY: New York University Press.
-
(2000)
Knowing, Teaching, and Learning History: National and International Perspectives
, pp. 83-101
-
-
Shemilt, D.1
-
67
-
-
0036258078
-
Ethnicity and national memory: The World Organization of Jews from Arab Countries (WOJAC) in the context of the Palestinian national struggle
-
Shenhav, Y. (2002). Ethnicity and national memory: The World Organization of Jews from Arab Countries (WOJAC) in the context of the Palestinian national struggle. British Journal of Middle Eastern Studies, 29(1), 27-56.
-
(2002)
British Journal of Middle Eastern Studies
, vol.29
, Issue.1
, pp. 27-56
-
-
Shenhav, Y.1
-
68
-
-
0036021959
-
Accepting threatening information: Self-affirmation and the reduction of defensive biases
-
Sherman, D. K., & Cohen, G. L. (2002). Accepting threatening information: Self-affirmation and the reduction of defensive biases. Current Directions in Psychological Science, 11(4), 119-123.
-
(2002)
Current Directions in Psychological Science
, vol.11
, Issue.4
, pp. 119-123
-
-
Sherman, D.K.1
Cohen, G.L.2
-
69
-
-
0012036920
-
-
San Francisco, CA: Jossey-Bass
-
Schoenbach, R., Greenleaf, C., Cziko, C., & Hurwitz, L. (1999) Reading for understanding. San Francisco, CA: Jossey-Bass.
-
(1999)
Reading for Understanding
-
-
Schoenbach, R.1
Greenleaf, C.2
Cziko, C.3
Hurwitz, L.4
-
70
-
-
0031533389
-
Reasoning independently of prior belief and individual differences in actively open-minded thinking
-
Stanovich, K., & West, R. (1997). Reasoning independently of prior belief and individual differences in actively open-minded thinking. Journal of Educational Psychology, 89(2), 342-357.
-
(1997)
Journal of Educational Psychology
, vol.89
, Issue.2
, pp. 342-357
-
-
Stanovich, K.1
West, R.2
-
72
-
-
0004096846
-
-
Cambridge, UK: Cambridge University Press
-
Toulmin, S. (1958). The uses of argument. Cambridge, UK: Cambridge University Press.
-
(1958)
The Uses of Argument
-
-
Toulmin, S.1
-
73
-
-
0003517096
-
-
Hillsdale, NJ: Erlbaum
-
van Eemeren, F. H., Grootendorst, R., Henkenmans, F. S., Blair, J. A., Johnson, R. H., Krabb, E. C., Zarefsky, D. (1996). Fundamentals of argumentation theory: A handbook of historical background and contemporary developments. Hillsdale, NJ: Erlbaum.
-
(1996)
Fundamentals of Argumentation Theory: A Handbook of Historical Background and Contemporary Developments
-
-
van Eemeren, F.H.1
Grootendorst, R.2
Henkenmans, F.S.3
Blair, J.A.4
Johnson, R.H.5
Krabb, E.C.6
Zarefsky, D.7
-
74
-
-
0033137469
-
Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text
-
Voss, J. F., & Wiley, J. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91(2), 301-311.
-
(1999)
Journal of Educational Psychology
, vol.91
, Issue.2
, pp. 301-311
-
-
Voss, J.F.1
Wiley, J.2
-
75
-
-
70350028815
-
Expertise in history
-
K. A. Ericsson, N. Charness, & P. J. Feltovich (Eds.), Cambridge, UK: Cambridge University Press
-
Voss, J. F., & Wiley, J. (2006). Expertise in history. In K. A. Ericsson, N. Charness, & P. J. Feltovich (Eds.), The Cambridge handbook of expertise and expert performance (pp. 569-584). Cambridge, UK: Cambridge University Press.
-
(2006)
The Cambridge Handbook of Expertise and Expert Performance
, pp. 569-584
-
-
Voss, J.F.1
Wiley, J.2
-
76
-
-
0003078840
-
On the processing of arguments
-
Voss, J. F., Fincher-Kiefer, R., Wiley, J., & Silfies, L. (1993). On the processing of arguments. Argumentation, 7(2), 165-181.
-
(1993)
Argumentation
, vol.7
, Issue.2
, pp. 165-181
-
-
Voss, J.F.1
Fincher-Kiefer, R.2
Wiley, J.3
Silfies, L.4
-
77
-
-
0039545111
-
Race and the representation of discourse: Fictitious scenarios and the O
-
Voss, J. F., Wiley, J., Ciarrochi, J., Foltz, P., & Silfies, L. (1996). Race and the representation of discourse: Fictitious scenarios and the O. J. Simpson case. Discourse Processes, 22(2), 103-144.
-
(1996)
J. Simpson Case. Discourse Processes
, vol.22
, Issue.2
, pp. 103-144
-
-
Voss, J.F.1
Wiley, J.2
Ciarrochi, J.3
Foltz, P.4
Silfies, L.5
-
78
-
-
14944351898
-
Is it possible to teach beliefs, as well as knowledge in history?
-
P. N. Stearns, P. Seixas, & S. S. Wineburg (Eds.), New York, NY: New York University Press
-
Wertsch, J. W. (2000). Is it possible to teach beliefs, as well as knowledge in history? In P. N. Stearns, P. Seixas, & S. S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 38-50). New York, NY: New York University Press.
-
(2000)
Knowing, Teaching, and Learning History: National and International Perspectives
, pp. 38-50
-
-
Wertsch, J.W.1
-
79
-
-
0002247627
-
The value of narrativity in the representation of reality
-
White, H. (1980). The value of narrativity in the representation of reality. Critical Inquiry, 7(1), 5-27.
-
(1980)
Critical Inquiry
, vol.7
, Issue.1
, pp. 5-27
-
-
White, H.1
-
80
-
-
0000154423
-
On the reading of historical texts: Notes on the breach between school and academy
-
Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28, 495-519.
-
(1991)
American Educational Research Journal
, vol.28
, pp. 495-519
-
-
Wineburg, S.S.1
-
82
-
-
0038700027
-
What can Forrest Gump tell us about students' historical understanding?
-
Wineburg, S. S., Mosborg, S., & Porat, D. (2001),What can "Forrest Gump" tell us about students' historical understanding? Social Education, 65(1), 55-58.
-
(2001)
Social Education
, vol.65
, Issue.1
, pp. 55-58
-
-
Wineburg, S.S.1
Mosborg, S.2
Porat, D.3
|