Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Kaisa Jokiranta"'
Autor:
Jonathan Kilpelä, Jenna Hiltunen, Markus Hähkiöniemi, Kaisa Jokiranta, Sami Lehesvuori, Pasi Nieminen, Jouni Viiri
Publikováno v:
Dialogic Pedagogy, Vol 11, Iss 3 (2023)
The purpose of this study is to investigate how teachers use different types of discourse to support dialogic argumentation. Dialogic argumentation is a collaborative process in which students construct arguments together and examine arguments presen
Externí odkaz:
https://doaj.org/article/c11fc574afd84863bee4ad9d06e9b69f
Autor:
Markus Hähkiöniemi, Jenna Hiltunen, Kaisa Jokiranta, Jonathan Kilpelä, Sami Lehesvuori, Pasi Nieminen
In this study, we focus on dialogic argumentation among students in a whole class setting in mathematics and physics in lower secondary school. By drawing on previous studies on the structure of argumentation and dialogic interactions, we suggest tha
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::abd80d5d26b195007f92fb2465803ed3
http://urn.fi/URN:NBN:fi:jyu-202202181560
http://urn.fi/URN:NBN:fi:jyu-202202181560
Autor:
Pasi Nieminen, Kaisa Jokiranta, Jouni Viiri, Sami Lehesvuori, Jenna Hiltunen, Markus Hähkiöniemi
Publikováno v:
International Journal of Science Education. 41:2557-2578
Whereas science is fundamentally a result of a dialogic debate, the authoritative approach has been conceived of as a fundamental part of school science. Dialogic interactions encompass the mutual appreciation of different ideas manifested in teacher
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f4322afd76f323ddeea140398809a4b7
https://doi.org/10.1080/09500693.2019.1689586
https://doi.org/10.1080/09500693.2019.1689586
Three dimensions of dialogicity are emphasised in the literature: dialogic teacher talk, students' dialogic moves and organising for dialogic teaching. In this article, we examine these dimensions and the interplay between them in supporting dialogic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3e9f632792860c9e5f1f39bb19665c1d
http://urn.fi/URN:NBN:fi:jyu-202003182447
http://urn.fi/URN:NBN:fi:jyu-202003182447
Autor:
Jenna Hiltunen, Sami Lehesvuori, Markus Hähkiöniemi, Kaisa Jokiranta, Pasi Nieminen, Jouni Viiri
This paper reports on a teacher professional development (PD) programme addressing dialogic argumentation in mathematics and science classrooms. While argumentation skills are becoming more and more important in an increasingly polarised society, the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0bbc8788dd43c6086b3af697878f8380
http://urn.fi/URN:NBN:fi:jyu-201804031898
http://urn.fi/URN:NBN:fi:jyu-201804031898