Textes scientifiques
- Bourgeois, É. & Nizet, J. (2005). L’apprentissage comme construction des connaissances. Dans É. Bourgeois & J. Nizet (Éds), Apprentissage et formation des adultes (pp. 47-64). Paris : Presses Universitaires de France.
- Ferretti, R.P., MacArthur, C.A. & Okolo, C.M. (2001). Teaching for historical understanding in inclusive classrooms. Learning Disability Quarterly, 24, 59-71.
- Freedman, E.B. (2015). “What Happened Needs to Be Told”: Fostering Critical Historical Reasoning in the Classroom. Cognition and Instruction, 33(4), 357-398.
- Reisman, A. (2012) Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools. Cognition and Instruction, 30(1), 86-112.
- Stoel, G. L., van Drie, J.P. & van Boxtel, C.A.M. (2017). The effects of explicit teaching of strategies, second-order concepts, and epistemological underpinnings on students’ ability to reason causally in history. Journal of Educational Psychology, 109(3), 321-337.
- Wissinger, D.R. & De La Paz, S. (2016). Effects of critical discussions on middle school students’ written historical arguments. Journal of Educational Psychology, 108(1), 43-59.
- Wissinger, D.R., De La Paz, S. & Jackson, C. (2020). The Effects of Historical Reading and Writing Strategy Instruction With Fourth- Through Sixth-Grade Students. Journal of Educational Psychology. Advance online publication.