Alvén, Fredrik & Lilliestam, Anna-Lena (2023). Undervisa i historia: didaktik och metodik för ämneslärare. Malmö: Gleerups. (178 s.)
Jay, Lightning & Reisman, Abby (2019). Teaching change and continuity with historical analogies". Social Studies Research and Practice 14(1), 98-104. (6 s.)
Lilliestam, Anna-Lena (2016) Individ eller struktur – att lära elever resonera om historia. SO-didaktik (2), 48–51. (3 s.)
Losciale, Marie Gottfridsson, Patrik (2021) Uppgifter som leder rätt - om uppgiftsdesignens betydelse i källtolkning. SO-didaktik (10), 56–63. (7 s.)
Nersäter, Anders (2018). Student understanding of causation in History in relation to specific subject matter-causes behind the scramble for Africa. Historical Encounters: A journal of historical consciousness, historical cultures and history education, 5(1), 76-89. (13 s.)
Nersäter, Anders (2020). Building on student conceptions in the design of history instruction addressing sources: A learning study in upper secondary school. International Journal for Lesson and Learning Studies 9(2), 101–125. (24 s.)
Rosenlund, David (2021). ‘Continuity and change’, large-scale assessment and equity: a study of gender-related differences regarding conceptual knowledge. The Curriculum Journal 32(2), 315–333. (18 s.)
Wendell, Joakim (2018). Explaining the Third Reich: Swedish students' causal reasoning about the Nazi seizure of power in Germany. The Curriculum Journal 29(1), 60–76. (16 s.)
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