His Cognition study frequently draws parallels with other fields, such as Abstract reasoning. His study on Abstract reasoning is mostly dedicated to connecting different topics, such as Neuroscience. Neuroscience and Cognitive psychology are two areas of study in which Sam Wineburg engages in interdisciplinary research. While working in this field, Sam Wineburg studies both Cognitive psychology and Cognition. His study connects Archaeology and Documentary evidence. His Archaeology study typically links adjacent topics like Documentary evidence. His research is interdisciplinary, bridging the disciplines of Programming language and Set (abstract data type). His research ties Set (abstract data type) and Programming language together. Comprehension and Linguistics are frequently intertwined in his study.
His Artificial intelligence study frequently links to other fields, such as Object (grammar) and Selection (genetic algorithm). Selection (genetic algorithm) is closely attributed to Artificial intelligence in his study. His Social psychology research is linked to Self-fulfilling prophecy and Self, among other subjects. His study in Social psychology extends to Self with its themes. His study connects Teaching method and Mathematics education. He combines topics linked to Mathematics education with his work on Teaching method. He incorporates Pedagogy and Educational research in his research. He incorporates Educational research and Pedagogy in his research. His Programming language study frequently draws connections between related disciplines such as Set (abstract data type).
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Toward a Theory of Teacher Community
Pamela Grossman;Samuel Wineburg;Stephen Woolworth.
Teachers College Record (2001)
Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence
Samuel S. Wineburg.
Journal of Educational Psychology (1991)
Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past
Samuel S Wineburg.
On the Reading of Historical Texts: Notes on the Breach Between School and Academy:
Samuel S. Wineburg.
American Educational Research Journal (1991)
Peering at History through Different Lenses: The Role of Disciplinary Perspectives in Teaching History.
G. Kuznets;Samuel Wineburg.
Teachers College Record (1988)
Reading Abraham Lincoln : An expert/expert study in the interpretation of historical texts
Cognitive Science (1998)
Knowing, teaching, and learning history : national and international perspectives
Peter N. Stearns;Peter Seixas;Sam Wineburg.
Historical Thinking and other Unnatural Acts
Phi Delta Kappan (2010)
Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms
Sam Wineburg;Daisy Martin;Chauncey Monte-Sano.
Evaluating information: The cornerstone of civic online reasoning
Sam Wineburg;Sarah McGrew.
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