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History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context

Michiel Voet (UGent) and Bram De Wever (UGent)
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Keywords
Inquiry-based learning, PEDAGOGICAL CONTENT KNOWLEDGE, History education, Historical reasoning, Teacher beliefs, STUDENT-TEACHERS, EDUCATION, COMPREHENSION, FRAMEWORK, THINKING

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Citation

Please use this url to cite or link to this publication:

Chicago
Voet, Michiel, and Bram De Wever. 2016. “History Teachers’ Conceptions of Inquiry-based Learning, Beliefs About the Nature of History, and Their Relation to the Classroom Context.” Teaching and Teacher Education 55 (1): 57–67.
APA
Voet, Michiel, & De Wever, B. (2016). History teachers’ conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context. TEACHING AND TEACHER EDUCATION, 55(1), 57–67.
Vancouver
1.
Voet M, De Wever B. History teachers’ conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context. TEACHING AND TEACHER EDUCATION. Elsevier; 2016;55(1):57–67.
MLA
Voet, Michiel, and Bram De Wever. “History Teachers’ Conceptions of Inquiry-based Learning, Beliefs About the Nature of History, and Their Relation to the Classroom Context.” TEACHING AND TEACHER EDUCATION 55.1 (2016): 57–67. Print.
@article{7064636,
  articleno    = {6},
  author       = {Voet, Michiel and De Wever, Bram},
  issn         = {0742-051X},
  journal      = {TEACHING AND TEACHER EDUCATION},
  language     = {eng},
  number       = {1},
  pages        = {6:57--6:67},
  publisher    = {Elsevier},
  title        = {History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context},
  url          = {http://dx.doi.org/10.1016/j.tate.2015.12.008},
  volume       = {55},
  year         = {2016},
}

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