Neumann, David. “Training Teachers to think Historically: Applying Recent Research to Professional Development.” (2012)

This article focuses on the approach of teaching history through inquiry instruction rather than fact-based instruction. The author analyzes research scholarship on history teaching and learning that supports several ideas, including the constructed nature of history knowledge, the importance of substantive and procedural concepts in teaching history, and the need for intelligent support systems due to the challenges of discipline-based learning. A model for professional development and in-service training for history teachers is also presented.