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Dialogue, argumentation, and education : history, theory, and practice /
"New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuab...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York, NY :
Cambridge University Press,
2017.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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|---|---|---|---|
| 001 | EBSCO_ocn965543425 | ||
| 003 | OCoLC | ||
| 005 | 20231017213018.0 | ||
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| 049 | |a UAMI | ||
| 100 | 1 | |a Schwarz, Baruch, |e author. | |
| 245 | 1 | 0 | |a Dialogue, argumentation, and education : |b history, theory, and practice / |c Baruch B. Schwarz & Michael J. Baker ; preface by Lauren B. Resnick. |
| 264 | 1 | |a New York, NY : |b Cambridge University Press, |c 2017. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and indexes. | ||
| 520 | |a "New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials (such as for conceptual change and reflexive learning) and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation"-- |c Provided by publisher. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed December 9, 2016). | |
| 505 | 0 | |a 1. Beginnings -- 2. Changes in the role of talk in education: philosophical and ideological revolutions -- 3. Argumentation theory for education -- 4. The pervasive role of argumentation according to progressive pedagogies -- 5. Argumentative interactions in the classroom -- 6. Argumentative design -- 7. Conclusion. | |
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Questioning. | |
| 650 | 0 | |a Discourse analysis. | |
| 650 | 0 | |a Speech. | |
| 650 | 1 | 2 | |a Education |
| 650 | 1 | 2 | |a Speech |
| 650 | 6 | |a Interrogation. | |
| 650 | 6 | |a Parole. | |
| 650 | 7 | |a speeches (compositions) |2 aat | |
| 650 | 7 | |a speeches (documents) |2 aat | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Speech. |2 fast |0 (OCoLC)fst01129153 | |
| 650 | 7 | |a Discourse analysis. |2 fast |0 (OCoLC)fst00894932 | |
| 650 | 7 | |a Questioning. |2 fast |0 (OCoLC)fst01085685 | |
| 856 | 4 | 0 | |u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1433559 |z Texto completo |
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| 938 | |a Askews and Holts Library Services |b ASKH |n AH34210646 | ||
| 938 | |a Internet Archive |b INAR |n dialogueargument0000schw | ||
| 994 | |a 92 |b IZTAP | ||