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Teaching towards historical expertise. Developing a pedagogy for fostering causal reasoning in history
The present study seeks to develop a pedagogy aimed at fostering a student’s ability to reason causally about history. The Model of Domain Learning was used as a framework to align domain-specific
The Effects of Explicit Teaching of Strategies, Second-Order Concepts, and Epistemological Underpinnings on Students’ Ability to Reason Causally in History
This article reports an experimental study on the effects of explicit teaching on 11th grade students’ ability to reason causally in history. Underpinned by the model of domain learning, explicit
Improving Teachers’ Proficiency in Teaching Historical Thinking
In the Netherlands, historical thinking skills have been a substantial component of the history curriculum for quite some time. Textbooks include a variety of historical sources and tasks to develop
Teaching towards historical expertise : Developing students’ ability to reason causally in history
Explaining historical events is an important goal in history education, but not much is known about pedagogical approaches to support this reasoning. In this dissertation, we therefore developed and
[Cerebral fat embolism].
  • G. Stoel
  • Medicine
    Nederlands tijdschrift voor geneeskunde
  • 1956
Researching epistemic beliefs in history education: A review
Departing from the pioneering work of VanSledright and Maggioni (2016), this article revisits questions about epistemic beliefs and the role these beliefs play in the teaching and learning of
Developing a questionnaire for measuring epistemological beliefs in history education
Developing pupils’ understanding of history with its own disciplinary and epistemological problems can contribute to the education of a critical and peaceful diverse society. This symposium discusses