Název: Call for papers : Studia paedagogica 4/2019 : Issue topic: Better learning through argumentation
Zdrojový dokument: Studia paedagogica. 2018, roč. 23, č. 4, s. 147-149
Rozsah
147-149
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/138824
Type: Jiný typ článku
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Reference
[1] Alexander, R. 2008. Essays on Pedagogy. London: Routledge.
[2] Kuhn, D., Zillmer, N., Crowell, A., & Zavala, J. (2013). Developing norms of argumentation: Metacognitive, epistemological, and social dimensions of developing argumentive competence. Cognition and Instruction, 31(4), 456–496. | DOI 10.1080/07370008.2013.830618
[3] Lehesvuori, S., Hähkiöniemi, M., Jokiranta, K., Nieminen, P., Hiltunen, J., & Viiri, J. (2018). Enhancing dialogic argumentation in mathematics and science. Studia paedagogica, 22(4), 55–76. | DOI 10.5817/SP2017-4-4
[4] Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 463–466. | DOI 10.1126/science.1183944
[5] Segal, A., Pollak, I., & Lefstein, A. (2017). Democracy, voice and dialogic pedagogy: The struggle to be heard and heeded. Language and Education, 31(1), 6–25. | DOI 10.1080/09500782.2016.1230124
[6] Schuitema, J., Radstake, H., van de Pol, J., & Veugelers, W. (2017). Guiding classroom discussions for democratic citizenship education. Educational Studies, 44(4), 1–31.
[7] Wagner, T. (2008). The global achievement gap: Why even our best schools don't teach the new survival skills our children need and what we can do about it. New York: Basic Books.
[8] Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27(2), 172–223. | DOI 10.1016/j.dr.2006.12.001
[2] Kuhn, D., Zillmer, N., Crowell, A., & Zavala, J. (2013). Developing norms of argumentation: Metacognitive, epistemological, and social dimensions of developing argumentive competence. Cognition and Instruction, 31(4), 456–496. | DOI 10.1080/07370008.2013.830618
[3] Lehesvuori, S., Hähkiöniemi, M., Jokiranta, K., Nieminen, P., Hiltunen, J., & Viiri, J. (2018). Enhancing dialogic argumentation in mathematics and science. Studia paedagogica, 22(4), 55–76. | DOI 10.5817/SP2017-4-4
[4] Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 463–466. | DOI 10.1126/science.1183944
[5] Segal, A., Pollak, I., & Lefstein, A. (2017). Democracy, voice and dialogic pedagogy: The struggle to be heard and heeded. Language and Education, 31(1), 6–25. | DOI 10.1080/09500782.2016.1230124
[6] Schuitema, J., Radstake, H., van de Pol, J., & Veugelers, W. (2017). Guiding classroom discussions for democratic citizenship education. Educational Studies, 44(4), 1–31.
[7] Wagner, T. (2008). The global achievement gap: Why even our best schools don't teach the new survival skills our children need and what we can do about it. New York: Basic Books.
[8] Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27(2), 172–223. | DOI 10.1016/j.dr.2006.12.001