In secondary science education, students often do not feel engaged with the scientific concepts that are taught, which hinders conceptual learning. This lack of engagement can be overcome by fictional placemaking. Therefore, the purpose of our design-based research is to explore how the creation and use of fictional places lead to meaningful…

This study reports five Dutch expert history teachers' approaches to multiperspectivity in lessons on three topics varying in moral sensitivity (i.e., the Dutch Revolt, Slavery, and the Holocaust) and their underlying considerations for addressing subjects' perspectives in different temporal layers. The lessons were observed and videorecorded, and…