Program
09 September 2019
Check-in with coffee / tea
Location: Roeterseiland Campus, Roetersstraat / Nieuwe Achtergracht, Amsterdam
Welcome and Introduction, Carla van Boxtel, University of Amsterdam (building JK 1.05)
Parallel round tables
A.1 Operationalizations of scientific reasoning and argumentation in quantitative studies of epistemic beliefs - Diana Ouellette, Ludwig-Maximilians-Universität München/Universität München
A.2 Fostering historical writing and epistemological beliefs? Results of an intervention study at upper secondary schools in German-speaking Switzerland
Monika Waldis, Martin Nitsche & Kristine Gollin, University of Applied Sciences North Western Switzerland
Parallel round tables
B.1 Historical epistemology: For what and for whom? - Gabriel Reich, Virginia Commonwealth University, U.S.A.
B.2 Conceptualizing and Measuring Diverse Students’ Historical Argumentation and Evidence Use Across Three Years in Middle School Social Studies - Chauncey Monte-Sano, University of Michigan, U.S.A.
Poster session
C.1 Developing a reliable instrument for large-scale assessment of students’ epistemological understanding of history - Iris Hulders, Michiel Voet & Bram De Wever, Ghent University
C.2 Multicausal mind map in History - Manuel Lucero & Manuel Montanero, University of Extremadura, Spain
C.3 Changing epistemological beliefs in out-of-school labs: The impact of different authentic learning material on students’ beliefs about history - Marcel Mierwald, Ruhr-University Bochum; Thomas Lehmann, University of Bremen & Nicola Brauch, Ruhr-University Bochum
C.4 To trust or not to trust? Grade 9 students' evaluation of the trustworthiness of sources. Maartje van der Eem, Marieke Smelt, Jannet van Drie, Carla van Boxtel (University of Amsterdam) Saskia Brand-Gruwel (Open University)
C.5 How are reasoning and argumentation operationalized within epistemic beliefs research across school levels, different socioscientific topics and cultures? - Shermain Puah, Selina Anwander and Jannette Vargas, Ludwig-Maximilans-Universität München
Panel discussion
Panel: Michael Weinstock, Diana Oullette, Arthur Chapman, Martin Nitsche, Chauncey Monte-Sano Moderator: Michiel Voet
Dinner at De Brakke Grond (1st flour), Nes 43, Amsterdam
10 September 2019
Keynote Michael Weinstock, Ben Gurion University of the Negev
Comparing perspectives on epistemic thinking, the implications of various perspectives for history education and challenges to the epistemology-oriented history classroom
Chair: Jannet van Drie
Parallel round tables
D.1 Student epistemological beliefs during historical analyses of documents – a pilot of “RiCH” - Jan Scheller & Martin Nitsche, FHNW School of Education, Arau
D.2 'A scaffold to break out of the cage?’ Children’s epistemic beliefs about history and how to address them - Caitríona Ní Cassaithe, Dublin City University
Poster session with coffee / tea
E.1 The interplay between historical thinking and epistemological beliefs: A case-study with history teachers in Flanders - Marjolein Wilke, Karel van Nieuwenhuyse, KU Leuven
E.2 A qualitative case study: Disrupting the "Rosie the Riveter" White Munitions Worker Trope - Molly Siebert, University of Minnesota, U.S.A.
E.3 The discursive construction of teacher knowledge in a community of practice: The case of school desegregation - Yonghee Suh, Old Dominion University; Brian Daugherity, Virginia Commonwealth University, Joseph Smith, Spotsylvania Middle School, U.S.A.
E.4 The intersection of epistemological beliefs and historical reasoning in students’ writing - Kristin Sendur, Carla van Boxtel, Jannet van Drie, University of Amsterdam
E.5 Writing about historical significance: Differences between novices and experts - Johan van Driel, Jannet van Drie, Carla van Boxtel, University of Amsterdam
E.6 How do teachers foster causal reasoning in their historical explanation? - Manuel Montanero and Manuel Lucero, University of Extremadura
Parallel round tables
F.1 From the ideals of epistemological understanding to the reality of rote work: observing Finnish primary school history lessons - Amna Khawaja, University of Helsinki
F.2 Making epistemological beliefs in history visible in the classroom: testing a scenario-based format - Uddhava Rozendal, Jannet van Drie, Carla van Boxtel, University of Amsterdam
Lunch
Parallel round tables
G.1 When multiperspectivity leads to conflicting objects about the Holocaust in history education - Björn Wansink, Sanne Akkerman, Utrecht University
G.2 Indigenous histories and non-Indigenous teachers: Sense-making across epistemologies and identities - Jenni Conrad, University of Washington, U.S.A.
G3. Reading historical textbooks in elementary education classrooms – Raquel De Sixte, University of Salamanca, Manuel Lucero, University of Extremadura, Javier Rosales, University of Salamanca, Vasiliki Konitopoulou
Museum visit - Amsterdam Museum
Kalverstraat 92, Auditorium
You can visit the Amsterdam Museum. You can join a museum activity by Gerhard Stoel, Geerte Savenije or Astrid Fiddeler. During this time slot, the Auditorium is available when you want to work / meet with other participants.
Closing and drinks
Auditorium, Amsterdam Museum
Research Seminar Enhancing historical reasoning: measuring and developing students' epistemological understanding
Organizing committee - Carla van Boxtel, Jannet van Drie, University of Amsterdam - Michiel Voet, Ghent Universityamsterdamseminar@lists.ugent.be
Organizing committee - Carla van Boxtel, Jannet van Drie, University of Amsterdam - Michiel Voet, Ghent Universityamsterdamseminar@lists.ugent.behttps://www.aanmelder.nl/amsterdamseminar2019
2019-09-09
2019-09-10
OfflineEventAttendanceMode
EventScheduled
Research Seminar Enhancing historical reasoning: measuring and developing students' epistemological understandingResearch Seminar Enhancing historical reasoning: measuring and developing students' epistemological understanding0.00EUROnlineOnly2019-01-01T00:00:00Z
Roeterseiland CampusRoeterseiland CampusRoetersstraat / Nieuwe Achtergracht 170 1018 WS Amsterdam Netherlands