Citations (15)
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Jolie C. Matthews. (2022) HISTORICAL PERSPECTIVE TAKING AND THE SELF IN ONLINE COMMUNITY DISCUSSIONS. Discourse Processes 59:7, pages 481-499.
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Scott Pattison, Ivel Gontan, Smirla Ramos-Montañez, Todd Shagott, Melanie Francisco & Lynn Dierking. (2020) The identity-frame model: A framework to describe situated identity negotiation for adolescent youth participating in an informal engineering education program. Journal of the Learning Sciences 29:4-5, pages 550-597.
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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.
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Jessica Roberts & Leilah Lyons. (2020) Examining Spontaneous Perspective Taking and Fluid Self-to-Data Relationships in Informal Open-Ended Data Exploration. Journal of the Learning Sciences 29:1, pages 32-56.
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Jolie Christine Matthews. (2018) A past that never was: historical poaching in Game of Thrones fans’ Tumblr practices. Popular Communication 16:3, pages 225-242.
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Tessa De Leur, Carla Van Boxtel & Arie Wilschut. (2017) ‘I Saw Angry People and Broken Statues’: Historical Empathy in Secondary History Education. British Journal of Educational Studies 65:3, pages 331-352.
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Josh Radinsky & Iris Tabak. (2017) Outgoing Editors’ Note: The Journal of the Learning Sciences as a Mirror of Trends in the Field. Journal of the Learning Sciences 26:1, pages 1-6.
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Josh Radinsky & Iris Tabak. (2016) Constructions of the Self as Learner: Perspective-Taking and Positioning in Mathematics, History, and Science Learning. Journal of the Learning Sciences 25:3, pages 331-334.
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Articles from other publishers (7)
Emma Bene & Stephanie M. Robillard. (2023) Reading the Tulsa Race Massacre: a study exploring a white reader’s shifts in stance across genres of historical text. English Teaching: Practice & Critique 22:4, pages 433-446.
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Shai Goldfarb Cohen, Amit Zveik Lavi, Ofri Wagner-Lebel & Gideon Dishon. (2023) Your shoes or mine? Examining perspective taking in social interaction. Learning, Culture and Social Interaction 42, pages 100755.
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Nathalie Popa. (2021) Operationalizing Historical Consciousness: A Review and Synthesis of the Literature on Meaning Making in Historical Learning. Review of Educational Research 92:2, pages 171-208.
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Jan Löfström, Niklas Ammert, Silvia Edling & Heather Sharp. (2021) Advances in ethics education in the history classroom: after intersections of moral and historical consciousness. International Journal of Ethics Education 6:2, pages 239-252.
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Niklas Ammert, Heather Sharp, Jan Löfström & Silvia Edling. (2020) Identifying aspects of temporal orientation in students’ moral reflections. History Education Research Journal 17:2.
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Erkan DİNÇ & Servet ÜZTEMUR. (2018) Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması ve Tarih ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesiAdapting Historical Perspective Taking Instrument into Turkish and Investigating History and Social Studies Student Teachers’ Historical Perspective Taking Skills. Anadolu Journal of Educational Sciences International 8:2, pages 441-481.
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Takashi SHIBATA, Kazunori SATO & Ryohei IKEJIRI. (2017) Generating Questions for Inquiry-Based Learning of History in Elementary Schools by Using Stereoscopic 3D Images. IEICE Transactions on Electronics E100.C:11, pages 1012-1020.
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