Cutting Edge Theory and Research in Assessing Historical Thinking
Bibliographic Data
| ID | 11070957 |
|---|---|
| Authors | Jeffery D Nokes (Brigham Young University, corresponding author) |
| Year | 2015 |
| Volume | 43 |
| Issue | 3 |
| Pages | 435-440 |
| Publication date | 2015-07-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2015.1064557 |
| OpenAlex | W1810667657 |
| Language | EN |
| References cited | 1 |
Assessing historical thinking is extremely difficult. To illustrate its complexity, consider the following: As I write this review, current events in Baltimore, MD, in the eastern United States are
Epistemology · Historical Thinking · Mathematics education · Pedagogy · Social science · Sociology · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Psychology
| Highly cited | No |
|---|