Call for papers : Studia paedagogica 4/2019 : Issue topic: Better learning through argumentation

Source document: Studia paedagogica. 2018, vol. 23, iss. 4, pp. 147-149
Extent
147-149
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type
Other
Language
English
License: Not specified license
Document
References:
[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