A5035378727- Education and Critical Thinking Development
- Innovative Teaching and Learning Methods
- Educational Strategies and Epistemologies
- Educational theories and practices
- Cognitive and developmental aspects of mathematical skills
- Science Education and Pedagogy
- Educator Training and Historical Pedagogy
- Child and Animal Learning Development
- E-Learning and Knowledge Management
- Social Sciences and Policies
- Reading and Literacy Development
- Higher Education Teaching and Evaluation
- Discourse Analysis in Language Studies
- Educational Research and Science Teaching
- Multilingual Education and Policy
- Global Education and Multiculturalism
- Developmental and Educational Neuropsychology
- Statistics Education and Methodologies
- Educational and Psychological Assessments
- Child Development and Digital Technology
- Visual and Cognitive Learning Processes
- Digital literacy in education
- Education and Technology Integration
- Knowledge Societies in the 21st Century
- Language, Metaphor, and Cognition
Universitat de Barcelona
2014-2025
University of Nicosia
2023
In this Monograph, knowledge acquisition is examined as a process involving the coordination of existing theories with new evidence. Central to present work claim that strategies may vary significantly across (as well within) individuals and can be conceptualized within developmental framework.
Abstract The two studies presented here examine processes of theory revision and strategy change that occur when preadolescent subjects engage in self-directed exploration a problem domain. microgenetic method, involving frequent encounters with the same tasks over period months, permitted detailed observation process. Not only do theories themselves undergo but also reasoning strategies use to generate new knowledge show improvement time. cross-domain feature research made it possible...
The need to enhance argument skills through education has become increasingly evident during the past 20 years. This resulted in an ongoing discussion that focuses on students’ and teachers’ argumentation its support. However, apart from extended competence-based discourse, no clear homogeneous definition exists for argumentative competence constituent skills. To respond this deficiency, we conducted integrative literature review focusing methods of analysis assessment have been proposed...
ABSTRACT In argumentative discourse, there are two kinds of activity–dispute and deliberation–that depend on the task goal. dispute goal is to defend a conclusion by undermining alternatives, whereas in deliberation arrive at contrasting alternatives. this study, we examine impact these tasks goals quality discourse. Sixty‐five junior high school students were organized into dyads discuss sources energy. Dyads formed members who had differing viewpoints distributed one conditions: 31 asked...
Background There is growing interest in using argumentative discourse educational settings. However, a previous study, we found that goals (persuasion vs. consensus) while arguing can affect student outcomes both content learning and reasoning. Aims In this look at data from study to ask how differences might account for the observed reasoning outcomes. Sample One hundred five dialogues (57 disputative, 48 between 7th grade science students attending public high school near Tarragona, Spain....
Researchers in science education have converged on the viewthat argumentation can be an effective intervention for promoting knowledge construction classrooms.However, impact of such interventions may mediated by individuals’ task goals while arguing. In argumentative discourse, one distinguish two overlapping but distinct kinds activity: dispute and deliberation. goal is to defend a conclusion undermining alternatives, whereas deliberation arrive at contrasting alternatives. this study, we...
The challenge of creating more inclusive public schools addressing the needs 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as dialogical process to be adopted and developed by teachers students alike in any classroom. idea dialogic teaching explained operationalised an curriculum focusing cultural literacy learning dispositions. study, which part multi-country European project, eight Spanish Portuguese secondary school their participated sessions...
This paper addresses the development in children's and adults' awareness of benefits writing through analysis change notetaking while engaged scientific inquiry over 10 weeks. Participants were given a notebook that they could choose to use. Our results indicate consistent differences between performance adults versus children also across time. First, there clear number participants who chose take notes. Second, not only did write more notes than children, but mean slightly increased time,...
Empathy, broadly defined as the ability to experience another's emotions and perceptions, is one of major attitudes actions underpinning an individual's participation in dialogue across diversity. The goal this methodological paper operationalize empathy a discursive construct, manifested children adolescent dialogic interactions. A coding scheme developed based on three distinct steps. First, review operational definitions carried out, capture how its related values, skills, dispositions...
The reasoning belief of argumentum ad nauseam assumes that when someone repeats something often enough, he or she becomes more convincing. present paper analyses the use this strategy by seventh-grade students in an argumentation task. Sixty-five (mean age: 12.2, SD = 0.4) from a public school mid-sized urban environment took part study. were asked to either argue convince opposing partner reach consensus with on three dilemmas dealt energy sources. Data gathered according between-groups...
Despite the emphasis on dialogue and argumentation in educational settings, still not much is known about how best we can support learners their interthinking, reasoning, metadialogic understanding. The goal of this classroom intervention study to explore degree students' dialogicity its possible increase during a learning programme implementing dialogic argument-based teaching goals principles. In particular, focus students from 5 15 years old engage with each other's ideas, whether/how...
El propósito de este estudio es verificar las posibilidades y los límites la Pedagogía como una disciplina Ciencia Cognitiva. La tesis central se relaciona con el tratamiento necesario principales problemas cognitivos (por ejemplo, representaciones, sistemas inteligentes e intencionales, planificación decisión, acción, simulación cognitiva, experiencia ...) desde perspectiva educativa.
The objective of the present article is twofold. On one hand, it aims to analyse relationship between argumentation and education with a special emphasis on difficulties that occur when defining assessing argumentative skills. These are related thinking patterns underlying models and, at same time, reflected in educational used train assess students' other this presents discusses common distinctive aspects papers selected for monograph.
The present paper deals with how eleventh grade high school students and university undergraduate studying environmental science use evidence to write an argumentative text. They were presented a dilemma four sets of data (two pro two anti nuclear energy). Half the sample was given in graph format other half table format. differed according their complexity. We analysed structure argument, (either provided or own) participants’ position on dilemma, presence confirmation bias. Our results...
AbstractStudies that consider the displays students create to organize data are not common in literature. This article compares fifth through eighth graders' difficulties with creation of bar graphs using either raw (Study 1, n = 155) or a provided table 2, 152). Data Study 1 showed statistical differences for type organization but grade level. Students' primary problem was choosing format integrated second variable and aggregating data. In contrast, we observed seventh graders outperformed...
The inclusion of argumentative practices in classrooms as an epistemic tool to foster learning and reasoning has become widespread. However, studies on argumentation show that not all kinds are equally effective fostering this potential, goals determining factors the discourse — particular, persuasive deliberative goals, latter posited being ones with greatest potential. Eighty students Master Secondary Teacher Training took up positions energy dilemma wrote two texts, before after a...
In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be way to promote develop it among children adolescents. We define as set of attitudes (inclusion, tolerance, empathy) skills (dialogic argumentation) needed understand others our everyday lives. This paper focuses on the effect professional development programme dialogue argumentation help adolescents overcome pre-existing stereotypes prejudices foster students’...
This dataset belongs to a large-scale educational intervention project introducing cultural literacy learning in schools. The includes transcribed dialogic interactions from 111 lessons conducted classrooms of five countries: England, Portugal, Germany, Spain, and Cyprus. were part the same Cultural Literacy Learning Programme made available teachers three age groups (pre-primary, primary, secondary) implement with their ordinary classes during ten sessions. data are third eighth sessions...
The present study examines the mutual interaction between students' writing and scientific reasoning among sixth‐grade students (age 11–12 years) engaged in inquiry. experimental task was designed to promote spontaneous record keeping compared previous designs by increasing saliency of requirements, with design goal making relationship inquiry strategies more explicit visible. Compared studies, this new resulted both a higher amount overall quality information, which is interpreted be result...