Check-in with coffee / tea

Location: University Library, Singel 425 Amsterdam
 

Welcome and Introduction, Carla van Boxtel, University of Amsterdam

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

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 Formative assessment of epistemological beliefs - 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.

Museum visit - Amsterdam Museum

Kalverstraat 92, Auditorium
You can visit the Amsterdam Museum. During this time slot, the Auditorium is available when you want to work / meet with other participants.

Closing and drinks

Auditorium, Amsterdam Museum