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Title: Studia paedagogica
Rok: 2019
Ročník: 24
Číslo: 4
Název čísla
Better learning through argumentation
Rok vydání
2019
ISSN
1803-7437 (print)
2336-4521 (online)
Poznámka
  • Editors of the issue: Alina Reznitskaya, Roman Švaříček
Obor
Editorial
Title Document
Better learning through argumentation : editorial | [5]–10
Reznitskaya, Alina; Švaříček, Roman
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Studies
Title Document
The dimensions of argumentative texts and their assessment | [11]–44
Macagno, Fabrizio; Rapanta, Chrysi
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Bewilderment as a pragmatic ingredient of teacher-student dialogic interactions | [45]–61
Rapanta, Chrysi
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Measuring production and comprehension of written arguments in upper-elementary grades | [63]–84
Reznitskaya, Alina; Wilkinson, Ian A. G.
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Are classroom discussions on controversial political issues in civic education lessons cognitively challenging? : a closer look at discussions with assigned positions | [85]–100
Gronostay, Dorothee
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Analysis of different categories of epistemic and metacognitive discourse in argumentation | [101]–118
Av-Shalom, Na'ama Y.; Zimmerman, Randi M.; Chinn, Clark A.; Duncan, Ravit G.
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Critical perspective taking : promoting and assessing online written argumentation for dialogic focus | [119]–141
McNaughton, Stuart; Zhu, Tong; Rosedale, Naomi; Oldehaver, Jacinta; Jesson, Rebecca; Greenleaf, Cynthia
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The role of the teacher in supporting students' epistemic thinking in dialogic argumentation : a case study | [143]–171
Švaříček, Roman
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Exploring teacher contributions to student argumentation quality | [173]–198
Oyler, Joe
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Three dimensions of dialogicity in dialogic argumentation | [199]–219
Hähkiöniemi, Markus; Lehesvuori, Sami; Nieminen, Pasi; Hiltunen, Jenna; Jokiranta, Kaisa
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Emerging researchers
Title Document
A case of teacher and student mathematical problem-solving behaviors from the perspective of a cognitive-metacognitive framework | [221]–243
Sözen Özdoğan, Sinem; Özçakır, Bilal; Orhan, Burcu
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