Citations (74)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (30)
Joandi Hartendorp, Nicole Immler & Hans Alma. (2023) Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education. Journal of Curriculum Studies 55:6, pages 700-719.
Read now
Read now
Veronica Forsyth. (2023) Can a picture book teach history? An investigation into the authority and relevance of informational history picture books for Australian, upper primary, school students. Education 3-13 51:7, pages 1064-1076.
Read now
Read now
Geena Kim. (2023) “Because the United States is a great melting pot”: How students make sense of topics in world history. Theory & Research in Social Education 51:3, pages 372-407.
Read now
Read now
Ünal Çakiroğlu, Merve Aydin, Yasemin Köroğlu & Merve Ayvaz Kina. (2023) Looking past seeing present: teaching historical empathy skills via augmented reality. Interactive Learning Environments 0:0, pages 1-13.
Read now
Read now
Caroline J. Conner & Taylor C. Graham. (2023) Using an Instructional Model of Historical Empathy to Teach the Holocaust. The Social Studies 114:1, pages 19-35.
Read now
Read now
Timothy Patterson, Insook Han & Laurie Esposito. (2022) Virtual reality for the promotion of historical empathy: A mixed-methods analysis. Theory & Research in Social Education 50:4, pages 553-580.
Read now
Read now
Jolie C. Matthews. (2022) HISTORICAL PERSPECTIVE TAKING AND THE SELF IN ONLINE COMMUNITY DISCUSSIONS. Discourse Processes 59:7, pages 481-499.
Read now
Read now
Jeremiah Clabough. (2021) Using Thematic Social Studies Teaching to Explore the Civil Rights Movement. The Social Studies 112:4, pages 177-189.
Read now
Read now
Melanie Innes & Heather Sharp. (2021) Historical Empathy and Museum Culture. Journal of Museum Education 46:3, pages 307-320.
Read now
Read now
Jessica Hoare. (2020) The practice and potential of heritage emotion research: an experimental mixed-methods approach to investigating affect and emotion in a historic house. International Journal of Heritage Studies 26:10, pages 955-974.
Read now
Read now
Hanneke Bartelds, Geerte M. Savenije & Carla van Boxtel. (2020) Students’ and teachers’ beliefs about historical empathy in secondary history education. Theory & Research in Social Education 48:4, pages 529-551.
Read now
Read now
Brandon J. Haas. (2020) Bearing Witness: Teacher Perspectives on Developing Empathy through Holocaust Survivor Testimony. The Social Studies 111:2, pages 86-103.
Read now
Read now
Gideon Boadu & Debra J. Donnelly. (2020) Toward Historical Understanding: Leveraging Cognitive Psychology for Progression in School History. The Social Studies 111:2, pages 61-73.
Read now
Read now
Michal Honig & Dan Porat. (2019) The British, the tank, and that Czech: How teachers talk about people in history lessons. Theory & Research in Social Education 47:4, pages 526-547.
Read now
Read now
Lisa Gilbert. (2019) “Assassin’s Creed reminds us that history is human experience”: Students’ senses of empathy while playing a narrative video game. Theory & Research in Social Education 47:1, pages 108-137.
Read now
Read now
Irene Efstathiou, Eleni A. Kyza & Yiannis Georgiou. (2018) An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings. Interactive Learning Environments 26:1, pages 22-41.
Read now
Read now
Sara A. Levy. (2017) How Students Navigate the Construction of Heritage Narratives. Theory & Research in Social Education 45:2, pages 157-188.
Read now
Read now
Joseph Pierce & Holly Widen. (2017) Visceral Pedagogy: Teaching Challenging Topics Emotionally as Well as Cognitively. Journal of Geography 116:2, pages 47-56.
Read now
Read now
Thomas Nygren. (2016) Thinking and caring about indigenous peoples’ human rights: Swedish students writing history beyond scholarly debate. Journal of Peace Education 13:2, pages 113-135.
Read now
Read now
Jukka Rantala, Marika Manninen & Marko van den Berg. (2016) Stepping into other people’s shoes proves to be a difficult task for high school students: assessing historical empathy through simulation exercise. Journal of Curriculum Studies 48:3, pages 323-345.
Read now
Read now
Maia Sheppard, Doran Katz & Tanetha Grosland. (2015) Conceptualizing Emotions in Social Studies Education. Theory & Research in Social Education 43:2, pages 147-178.
Read now
Read now
Jason L. Endacott & Christina Pelekanos. (2015) Slaves, Women, and War! Engaging Middle School Students in Historical Empathy for Enduring Understanding. The Social Studies 106:1, pages 1-7.
Read now
Read now
Jason
L. Endacott. (2014) Negotiating the Process of Historical Empathy. Theory & Research in Social Education 42:1, pages 4-34.
Read now
Read now
DerekH. Alderman, Paul Kingsbury & OwenJ. Dwyer. (2013) Reexamining the Montgomery Bus Boycott: Toward an Empathetic Pedagogy of the Civil Rights Movement. The Professional Geographer 65:1, pages 171-186.
Read now
Read now
Tsafrir Goldberg. (2013) “It's in My Veins”: Identity and Disciplinary Practice in Students' Discussions of a Historical Issue. Theory & Research in Social Education 41:1, pages 33-64.
Read now
Read now
J.
Spencer Clark. (2013) “Your Credibility Could Be Shot”: Preservice Teachers’ Thinking about Nonfiction Graphic Novels, Curriculum Decision Making, and Professional Acceptance. The Social Studies 104:1, pages 38-45.
Read now
Read now
Sarah Brooks. (2011) Historical Empathy as Perspective Recognition and Care in One Secondary Social Studies Classroom. Theory & Research in Social Education 39:2, pages 166-202.
Read now
Read now
Yonghee Suh. Opportunities for teacher learning in teaching difficult histories: a social theory of learning perspective. Teacher Development 0:0, pages 1-17.
Read now
Read now
Maribel Santiago & Tadashi Dozono. Disciplinary skills are not enough: Resituating historical thinking within students’ racialized and linguistic experiences. Journal of the Learning Sciences 0:0, pages 1-42.
Read now
Read now
Jason L. Endacott, Jacob Warren, Kathryn Hackett-Hill & Alexandre Lalonde. Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application. Theory & Research in Social Education 0:0, pages 1-44.
Read now
Read now
Articles from other publishers (44)
Stefania Stamou, Konstantinos C. Apostolakis, Stavroula Ntoa, George Margetis & Constantine Stephanidis. (2024) Museum-inspired Video Games as a Symbolic Transitional Justice Policy: Overview, Concepts and Research Directions. Games: Research and Practice.
Crossref
Crossref
María Belén San Pedro Veledo, María Luisa Zagalaz-Sánchez & Carmen González González de Mesa. (2024) What If I Were the Exile? Linking Past and Present for Democratic History Teaching with Pre-Service Educators. Education Sciences 14:2, pages 202.
Crossref
Crossref
Katherine Perrotta, Caitlin Hochuli, Jamilah Hickson & Rachael Williams. (2024) They Were Here: A Study on High School Students’ Engagement in Historical Empathy With a Local History Research Project. The Journal of Social Studies Research 48:1, pages 3-16.
Crossref
Crossref
Ayşe SEYHAN. (2023) SOSYAL BİLGİLER ÖĞRETMENLERİNİN ÖĞRENCİLERE TARİHSEL EMPATİ BECERİSİ KAZANDIRMA DENEYİMLERİNE İLİŞKİN BİR ARAŞTIRMAA STUDY ON SOCIAL STUDIES TEACHERS’ EXPERIENCES IN INSTILLING HISTORICAL EMPATHY SKILLS IN STUDENTS. Uluslararası Anadolu Sosyal Bilimler Dergisi 7:4, pages 1087-1104.
Crossref
Crossref
Helen Crompton, Katherina Nako & Diane Burke. (2023) The Historical Empathy Measurement Tool (HEMT). The Journal of Social Studies Research 47:3-4, pages 161-172.
Crossref
Crossref
Hüseyin ÇALIŞKAN, Yusuf YILDIRIM & Alperen ÇALIŞKAN. (2023) Tarihsel empati ölçeği-yetişkin formu: Geçerlilik ve güvenirlik çalışmasıHistorical empathy scale-adult form: A study on validity and reliability. Turkish History Education Journal 12:1, pages 28-46.
Crossref
Crossref
Anna Bussu, Peter Leadbetter & Michael Richards. (2022) “The Perception of Visiting Holocaust Sites on Undergraduate Students Learning Process”. Innovative Higher Education 48:1, pages 55-81.
Crossref
Crossref
Enrique Sologuren, Gilda Bilbao, Bárbara Echard, Francesca Grez, Marcia Valenzuela, María Paz Beltrán & Dangelo Luna. 2023. Affectivity and Learning. Affectivity and Learning
377
393
.
Katerina El Raheb, Lori Kougioumtzian, Marina Stergiou, Dimitra Petousi, Akrivi Katifori, Katerina Servi, Vera Kriezi, Valia Vraka, Stefania Merakos, Alexandros Charkiolakis, Foteini Venieri, Maria Boile & Yannis Ioannidis. (2022) Designing an Augmented Experience for a Music Archive: What does the Audience Need Beyond the Sense of Hearing?. Journal on Computing and Cultural Heritage 15:4, pages 1-24.
Crossref
Crossref
Andrew Woolford, Katherine B Starzyk, Struan Sinclair, Adam Muller & David B MacDonald. (2022) “I definitely felt like I was there”: enacting empathy and negotiating a virtual reality Indian Residential School. AlterNative: An International Journal of Indigenous Peoples 18:3, pages 412-423.
Crossref
Crossref
Jeremy Hilburn, Lisa Brown Buchanan & Wayne Journell. (2023) Positioning documentaries as vehicles for developing preservice teachers’ analytic skills. The Journal of Social Studies Research 46:3, pages 237-248.
Crossref
Crossref
Pilar Rivero, Iñaki Navarro-Neri, Sergio Sánchez-Martínez & Miguel Ángel Pallarés. 2022. Cases on Historical Thinking and Gamification in Social Studies and Humanities Education. Cases on Historical Thinking and Gamification in Social Studies and Humanities Education
205
227
.
David-Alexandre Wagner & Torjus Dversnes. (2022) Film as a gateway to teaching about slavery through historical empathy: a case study using 12 Years a Slave (McQueen, 2013). History Education Research Journal 19:1.
Crossref
Crossref
Lindsay Gibson, Jennifer Roberts-Smith, Kristina R. Llewellyn & Jennifer Llewellyn. 2022. History Education in the Digital Age. History Education in the Digital Age
103
121
.
Peter Katz & Sarah Tanner. 2022. Victorian Culture and Experiential Learning. Victorian Culture and Experiential Learning
143
160
.
Jennifer Rich. 2022. Teaching and Learning Through the Holocaust. Teaching and Learning Through the Holocaust
165
182
.
Lisa H. Matherson & Sydney Armour Haag. (2021) Using visual curriculum materials to “bear witness”. Social Studies Research and Practice 16:3, pages 193-202.
Crossref
Crossref
Sherri Colby. (2021) Experiencing historical empathy's humanizing lenses: adolescents' interpretative flights. Social Studies Research and Practice 16:1, pages 61-74.
Crossref
Crossref
Christine Baron, Sherri Sklarwitz, Hyeyoung Bang & Hanadi Shatara. (2019) What Teachers Retain From Historic Site-Based Professional Development. Journal of Teacher Education 71:4, pages 392-408.
Crossref
Crossref
Sezgin ELBAY. (2020) T.C. İnkılap Tarihi ve Atatürkçülük Öğretiminde Duyuşsal ve Bilişsel Öğrenme Etkinliklerinin Tarihsel Empatiye Yansımalarının İncelenmesiInvestigation of the Reflections of Affective and Cognitive Learning Activities on Historical Empathy in T.R. Revolution History and Kemalism Teaching. Turkish History Education Journal 9:1, pages 46-65.
Crossref
Crossref
Michalinos Zembylas, Loizos Loukaides & Petroula Antoniou. (2020) Teachers’ understandings of empathy in teaching about the holocaust in Cyprus: The emotional risks of identification and the disruptive potential of ‘empathic unsettlement’. Teaching and Teacher Education 89, pages 103007.
Crossref
Crossref
Lisa Zachrich, Allison Weller, Christine Baron & Christiane Bertram. (2020) Historical experiences: A framework for encountering complex historical sources. History Education Research Journal 17:2.
Crossref
Crossref
Hana Jun. (2023) “I think the comfort women are us”: National identity and affective historical empathy in students’ understanding of “comfort women” in South Korea. The Journal of Social Studies Research 44:1, pages 7-19.
Crossref
Crossref
Brooke Blevins, Kevin Magill & Cinthia Salinas. (2023) Critical historical inquiry: The intersection of ideological clarity and pedagogical content knowledge. The Journal of Social Studies Research 44:1, pages 35-50.
Crossref
Crossref
Rob Siebörger. 2020. The Palgrave Handbook of History and Social Studies Education. The Palgrave Handbook of History and Social Studies Education
53
76
.
Liz Owens Boltz. 2019. Exploring the Cognitive, Social, Cultural, and Psychological Aspects of Gaming and Simulations. Exploring the Cognitive, Social, Cultural, and Psychological Aspects of Gaming and Simulations
228
251
.
Maia Sheppard & Sara A. Levy. (2019) Emotions and teacher decision-making: An analysis of social studies teachers’ perspectives. Teaching and Teacher Education 77, pages 193-203.
Crossref
Crossref
Katherine Perrotta. (2018) Pedagogical conditions that promote historical empathy with “The Elizabeth Jennings Project”. Social Studies Research and Practice 13:2, pages 129-146.
Crossref
Crossref
Teppo Jakonen. (2018) The environment of a bilingual classroom as an interactional resource. Linguistics and Education 44, pages 20-30.
Crossref
Crossref
Jason L. Endacott & Sarah Brooks. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning
203
225
.
Terrie Epstein & Cinthia S. Salinas. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning
61
91
.
Linda S. Levstik & Stephen J. Thornton. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning
473
501
.
S. G. Grant. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning
419
448
.
Margaret Smith Crocco. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning
335
363
.
Liz Owens Boltz. (2017) “Like Hearing From Them in the Past”. International Journal of Gaming and Computer-Mediated Simulations 9:4, pages 1-18.
Crossref
Crossref
Meghan McGlinn Manfra. 2017. The Wiley Handbook of Social Studies Research. The Wiley Handbook of Social Studies Research
132
167
.
Ginney P. Wright & Jason L. Endacott. (2023) Historical Inquiry and the Limitations of the Common Core State Standards. The Journal of Social Studies Research 40:4, pages 309-324.
Crossref
Crossref
Mohd Mahzan Awang, Abdul Razaq Ahmad, Noria Munirah Yakub & Ahmad Ali Seman. (2016) Historical Thinking Skills among Pre-Service Teachers in Indonesia and Malaysia. Creative Education 07:01, pages 62-76.
Crossref
Crossref
Lisa R. Merriweather, Heather Coffey & Paul G. Fitchett. 2016. Adult Education, Museums and Art Galleries. Adult Education, Museums and Art Galleries
141
152
.
Jason L. Endacott & John Sturtz. (2023) Historical Empathy and Pedagogical Reasoning. The Journal of Social Studies Research 39:1, pages 1-16.
Crossref
Crossref
Tim Huijgen, Carla van Boxtel, Wim van de Grift & Paul Holthuis. (2014) Testing elementary and secondary school students’ ability to perform historical perspective taking: the constructing of valid and reliable measure instruments. European Journal of Psychology of Education 29:4, pages 653-672.
Crossref
Crossref
J. Spencer Clark & Steven P. Camicia. (2023) Fostering Preservice Teachers’ Sense of Historical Agency through the use of Nonfiction Graphic Novels. The Journal of Social Studies Research 38:1, pages 1-13.
Crossref
Crossref
Nadine Dolby. 2013. The Creative University. The Creative University
119
130
.
E. Arnold ModlinJrJrDerek H. AldermanGlenn W. Gentry. (2011) Tour Guides as Creators of Empathy: The Role of Affective Inequality in Marginalizing the Enslaved at Plantation House Museums. Tourist Studies 11:1, pages 3-19.
Crossref
Crossref