Advanced search

Searching in title Studia paedagogica 2019, vol. 24, iss. 4. If you want to search the whole database, use this form.
Help: When entering keywords from the full text of a document, keep in mind that the database contains multilingual documents.

Any word

Searching the entire database.

Any word from bibliographical description

Searching only the record (metadata) of documents.

Author

Author or contributor of the document (editor, translator, etc.).

Title

Language

Publication year (from)

Publication year (to)

Subject

Topic

Department FF MU

Content type

If you select "Paper", you are searching journal articles, proceedings and chapters of monographs.

ISSN/ISBN

Items per page

Sort by

Displaying 1 - 14 of 14

Article

Sözen Özdoğan, Sinem, Özçakır, Bilal, Orhan, Burcu. A case of teacher and student mathematical problem-solving behaviors from the perspective of a cognitive-metacognitive framework. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 221–243.

Article

Av-Shalom, Na'ama Y., Zimmerman, Randi M., Chinn, Clark A., Duncan, Ravit G.. Analysis of different categories of epistemic and metacognitive discourse in argumentation. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 101–118.

Article

Back matter. Studia paedagogica. 2019, vol. 24, iss. 4, pp. .

Article

Reznitskaya, Alina, Wilkinson, Ian A. G.. Measuring production and comprehension of written arguments in upper-elementary grades. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 63–84.

Article

Contents. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 3–4.

Article

Macagno, Fabrizio, Rapanta, Chrysi. The dimensions of argumentative texts and their assessment. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 11–44.

Article

Švaříček, Roman. The role of the teacher in supporting students' epistemic thinking in dialogic argumentation : a case study. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 143–171.

Article

McNaughton, Stuart, Zhu, Tong, Rosedale, Naomi, Oldehaver, Jacinta, Jesson, Rebecca, Greenleaf, Cynthia. Critical perspective taking : promoting and assessing online written argumentation for dialogic focus. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 119–141.

Article

Hähkiöniemi, Markus, Lehesvuori, Sami, Nieminen, Pasi, Hiltunen, Jenna, Jokiranta, Kaisa. Three dimensions of dialogicity in dialogic argumentation. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 199–219.

Article

Rapanta, Chrysi. Bewilderment as a pragmatic ingredient of teacher-student dialogic interactions. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 45–61.

Article

Gronostay, Dorothee. Are classroom discussions on controversial political issues in civic education lessons cognitively challenging? : a closer look at discussions with assigned positions. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 85–100.

Article

Reznitskaya, Alina, Švaříček, Roman. Better learning through argumentation : editorial. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 5–10.

Article

Front matter. Studia paedagogica. 2019, vol. 24, iss. 4, pp. .

Article

Oyler, Joe. Exploring teacher contributions to student argumentation quality. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 173–198.