Studia Paedagogica
Číslo: 4/2019
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Články
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The Dimensions of Argumentative Texts and Their Assessment
Fabrizio Macagno, Chrysi Rapanta
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Editorial
Alina Reznitskaya, Roman Švaříček
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Bewilderment as a Pragmatic Ingredient of Teacher-Student Dialogic Interactions
Chrysi Rapanta
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Measuring Production and Comprehension of Written Arguments in Upper-Elementary Grades
Alina Reznitskaya, Ian A. G. Wilkinson
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Are Classroom Discussions on Controversial Political Issues in Civic Education Lessons Cognitively C...
Dorothee Gronostay
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Analysis of Different Categories of Epistemic and Metacognitive Discourse in Argumentation
Na’ama Y. Av-Shalom, Randi M. Zimmerman, Clark A. Chinn, Ravit G. Duncan
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Critical Perspective Taking
Stuart Mcnaughton, Tong Zhu, Naomi Rosedale, Jacinta Oldehaver, Rebecca Jesson, ...
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The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case...
Roman Švaříček
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Exploring Teacher Contributions to Student Argumentation Quality
Joe Oyler
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Three Dimensions of Dialogicity in Dialogic Argumentation
Markus Hähkiöniemi, Sami Lehesvuori, Pasi Nieminen, Jenna Hiltunen, Kaisa Jokiranta
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A Case of Teacher and Student Mathematical Problem-Solving Behaviors from the Perspective of a Cogni...
Sinem Sozen Ozdogan, Bilal Ozçakir, Burcu Orhan