Studia paedagogica 2019, roč. 24, č. 4

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)

Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142234

Poznámka

Editors of the issue: Alina Reznitskaya, Roman Švaříček

Ústav FF MU

Ústav pedagogických věd

Obor

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Obsah

Úvodní stránky

Závěrečné stránky

Editorial
Title	Document
Better learning through argumentation : editorial \| [5]–10 Reznitskaya, Alina; Švaříček, Roman	PDF

Studies
Title	Document
The dimensions of argumentative texts and their assessment \| [11]–44 Macagno, Fabrizio; Rapanta, Chrysi	PDF
Bewilderment as a pragmatic ingredient of teacher-student dialogic interactions \| [45]–61 Rapanta, Chrysi	PDF
Measuring production and comprehension of written arguments in upper-elementary grades \| [63]–84 Reznitskaya, Alina; Wilkinson, Ian A. G.	PDF
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	PDF
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.	PDF
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	PDF
The role of the teacher in supporting students' epistemic thinking in dialogic argumentation : a case study \| [143]–171 Švaříček, Roman	PDF
Exploring teacher contributions to student argumentation quality \| [173]–198 Oyler, Joe	PDF
Three dimensions of dialogicity in dialogic argumentation \| [199]–219 Hähkiöniemi, Markus; Lehesvuori, Sami; Nieminen, Pasi; Hiltunen, Jenna; Jokiranta, Kaisa	PDF

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	PDF