Zobrazeno 1 - 10
of 67
pro vyhledávání: '"Maralee Harrell"'
Autor:
Fernando Leal, Joaquín Galindo
Publikováno v:
Journal of Argumentation in Context. 7:108-116
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1eac1f8bab5cb7caf82138cac7d2abf9
https://doi.org/10.1075/jaic.17010.lea
https://doi.org/10.1075/jaic.17010.lea
Autor:
Leslie Burkholder
Publikováno v:
Dialogue. 58:185-187
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7256eec13a60fdf90e3d29def3cd399e
https://doi.org/10.1017/s0012217318000367
https://doi.org/10.1017/s0012217318000367
Autor:
Leal, Fernando, Galindo, Joaquín
Publikováno v:
Journal of Argumentation in Context; January 2018, Vol. 7 Issue: 1 p108-116, 9p
Autor:
Maralee Harrell
Publikováno v:
Argumentation. 36:595-610
In this article I aim to use the 1948 Russell-Copleston debate to highlight some recent problems I have experienced teaching argument analysis in my philosophy courses. First, I will use argument diagramming to represent the arguments in the debate w
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::658a3a658e1048a4323fb78161dde8b3
https://doi.org/10.1007/s10503-022-09586-2
https://doi.org/10.1007/s10503-022-09586-2
Autor:
Maralee Harrell
Publikováno v:
American Association of Philosophy Teachers Studies in Pedagogy. 5:123-143
Problem-Based Learning has become an increasingly popular instructional method for a variety of disciplines at all levels. Many studies and meta-analyses of these studies have shown the efficacy of this method for developing knowledge and skills. I a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f860f18adae1fbca3a42b5168f37f183
https://doi.org/10.5840/aaptstudies2019121245
https://doi.org/10.5840/aaptstudies2019121245
Autor:
Maralee Harrell
Publikováno v:
Teaching Philosophy. 44:5-6
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b0457c8d8525a10f64451a0bd1295890
https://doi.org/10.5840/teachphil2021443157
https://doi.org/10.5840/teachphil2021443157
Autor:
Maralee Harrell
Publikováno v:
Teaching Philosophy. 43:480-480
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ac26cabbe5796f71b4276b2faee04529
https://doi.org/10.5840/teachphil2020434134
https://doi.org/10.5840/teachphil2020434134
Autor:
Maralee Harrell
Publikováno v:
Inquiry: Critical Thinking Across the Disciplines. 28:51-58
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::11bd0eb01b90ed708200882de95b2c57
https://doi.org/10.5840/inquiryct201328319
https://doi.org/10.5840/inquiryct201328319
Autor:
Maralee Harrell
Publikováno v:
Inquiry: Critical Thinking Across the Disciplines. 27:31-39
After determining one set of skills that we hoped our students were learning in the introductory philosophy class at Carnegie Mellon University, we performed an experiment twice over the course of two semesters to test whether they were actually lear
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::31eb35acde51247e5fac08f4d5800488
https://doi.org/10.5840/inquiryct201227210
https://doi.org/10.5840/inquiryct201227210
Autor:
Maralee Harrell
Publikováno v:
Teaching Philosophy. 31:351-374
Argument mapping software abounds, 1 and one of the reasons is that using the software has been shown to teach/promote/improve critical thinking skills. These positive results are very encouraging, but they also raise the question of whether the comp
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::21d79ac2a1bd9d857743633560d3fc56
https://doi.org/10.5840/teachphil200831437
https://doi.org/10.5840/teachphil200831437