- Work address
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Henri Dunantlaan 2
9000 Gent - Michiel.Voet@UGent.be
- ORCID iD
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0000-0002-4218-4077
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- Book Chapter
- open access
Inquiry learning in history
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The impact of teachers’ beliefs and students’ epistemological understanding and engagement in history on students’ arguing skills
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Students’ arguing skills : impact of teaching beliefs and students’ epistemological understanding
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- Conference Paper
- C3
- open access
Epistemological understanding of history in lower secondary education, and its influence on historical reasoning skills
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- Journal Article
- A1
- open access
How do teachers prioritize instructional goals? Using the theory of planned behavior to explain goal coverage
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Developing a reliable instrument for large-scale assessment of students’ epistemological understanding of history
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- Journal Article
- A1
- open access
Teachers' adoption of inquiry-based learning activities : the importance of beliefs about education, the self, and the context
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How do teachers decide on the classroom time they invest in different learning goals?
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How does hands-on engagement with inquiry-based learning affect pre-service history teachers beliefs?
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- Book Chapter
- open access
Vier didactische aandachtspunten om blended leren effectief in te zetten