| Where does teaching multiperspectivity in history education begin and end? An analysis of the uses of temporality B Wansink, S Akkerman, I Zuiker, T Wubbels Theory & Research in Social Education 46 (4), 495-527, 2018 | 127 | 2018 |
| Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs G Stoel, A Logtenberg, B Wansink, T Huijgen, C van Boxtel, J van Drie International Journal of Educational Research 83, 120-134, 2017 | 98 | 2017 |
| The Certainty Paradox of student history teachers: Balancing between historical facts and interpretation BGJ Wansink, S Akkerman, T Wubbels Teaching and Teacher Education 56, 94-105, 2016 | 60 | 2016 |
| Epistemological tensions in prospective Dutch history teachers' beliefs about the objectives of secondary education BGJ Wansink, SF Akkerman, JD Vermunt, JPP Haenen, T Wubbels The Journal of Social Studies Research 41 (1), 11-24, 2017 | 48 | 2017 |
| Topic variability and criteria in interpretational history teaching B Wansink, S Akkerman, T Wubbels Journal of curriculum studies 49 (5), 640-662, 2017 | 37 | 2017 |
| Confronting Conflicts: History Teachers' Reactions to Spontaneous Controversial Remarks. B Wansink, J Patist, I Zuiker, G Savenije, P Janssenswillen Teaching History 175, 68-75, 2019 | 18 | 2019 |
| Teaching under attack: The dilemmas, goals, and practices of upper-elementary school teachers when dealing with terrorism in class B Wansink, B de Graaf, E Berghuis Theory & Research in Social Education 49 (4), 489-509, 2021 | 16 | 2021 |
| How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: A case study of teaching about the holocaust in the Netherlands BGJ Wansink, SF Akkerman, BL Kennedy Intercultural Education 32 (4), 430-445, 2021 | 12 | 2021 |
| 'If you had told me before that these students were Russians, I would not have believed it': an international project about the (New)'Cold War' B Wansink, I Zuiker, T Wubbels, M Kamman, S Akkerman Teaching History, 30, 2017 | 11 | 2017 |
| Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics SL Parra, BGJ Wansink, C Bakker, LM van Liere Theory & Research in Social Education 51 (2), 201-232, 2023 | 10 | 2023 |
| Brokers of multiperspectivity in history education in post-conflict societies D Abbey, BGJ Wansink Journal of Peace Education 19 (1), 67-90, 2022 | 10 | 2022 |
| Dutch history teachers' perceptions of teaching the topic of Islam while balancing distance and proximity GM Savenije, BGJ Wansink, A Logtenberg Teaching and Teacher Education 112, 103654, 2022 | 9 | 2022 |
| Between fact and interpretation: Teachers' beliefs and practices in intepretational history teaching BGJ Wansink Utrecht University, 2017 | 6 | 2017 |
| Discussing controversial issues in the classroom: Exploring students' safety perceptions and their willingness to participate BGJ Wansink, H Mol, J Kortekaas, T Mainhard Teaching and Teacher Education 125, 104044, 2023 | 5 | 2023 |
| Lesgeven over gevoelige onderwerpen–Het aangaan van een moeilijk gesprek in de klas J Patist, B Wansink Kleio 58, 44-47, 2017 | 5 | 2017 |
| Come fare lezione su gli aspetti ancora vivi e sensibili della storia passata? La rete delle prospettive B Wansink, A Logtenberg, G Savenije, E Storck, A Pelgrom Novecento. org 14 (342), 2020 | 4 | 2020 |
| Verdraagzaamheid in het secundair onderwijs J Thijs, B Wansink, M Verkuyten Pedagogiek 41 (3), 317-340, 2021 | 2 | 2021 |
| short handbook: COVID-19 Narratives that Polarise BGJ Wansink, B Timmer Radicalisation Awareness Network, European Commission., 2020 | 2 | 2020 |
| Objecten zijn wel een ding: de rol van (grens) objecten in samenwerkingen tussen onderzoekers en onderwijsprofessionals LH Bronkhorst, BGJ Wansink, I Zuiker Pedagogische Studiën 97 (3), 2020 | 2 | 2020 |
| Objecten zijn wel een ding L Bronkhorst, B Wansink, I Zuiker Utrecht: Universiteit Utrecht, 2019 | 2 | 2019 |
