Semantically Enhanced Historical Cartoons Promoting Historical Interpretation

Author:

Muroya Daiki1,Seta Kazuhisa1,Hayashi Yuki1

Affiliation:

1. Graduate School of Humanities and Sustainable System Sciences, Osaka Prefecture University

Publisher

Japanese Society for Information and Systems in Education

Reference21 articles.

1. [1] L. Levstik, “Negotiating the history landscape,” Theory Res. Social Educ., vol. 24, no. 4, pp. 393–397, 1996.

2. [2] O. Hallden, G. Leinhardt, I. L. Beck, and C. Stainton, Teaching and Learning in History. Routledge, 2016.

3. [3] K. T. Spoehr, and L. W. Spoehr: “Learning to think historically,” Educ. Psychol., vol. 29, no. 2, pp.71–77, 1994.

4. [4] T. Shindo, “Effects of metacognitive strategies on the meaningful learning: precondition to make the learning of history more interesting,” (in Japanese), Res. J. Educ. Methods, vol. 28, pp. 95–105, 2003.

5. [5] A. V. Ciardiello, “Did you ask a good question today? Alternative cognitive and metacognitive strategies,” J. Adolescent Adult Literacy, vol. 42, no. 3, pp.210–219, 1998.

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