Explanipedia

Gestió de la desinformació per part del futur professorat d’Educació Secundària Open

Núria Castells, Mercè García-Milà, Marta Minguela, Esther Pérez-Sedano, José Luna · 2024

INTRODUCCIÓ. Els futurs docents de Secundària haurien de ser capaços d’identificar desinformació i disposar d’eines i estratègies per ajudar el seu alumnat a detectar-la. Aquesta investigació es proposa identificar si els estudiants del mà…

Ciencia cognitiva, habilidades del pensar y pedagogía de la ciencia Open

Mercè García-Milà, Miquel Martínez Martín · 2023

El propósito de este estudio es verificar las posibilidades y los límites de la Pedagogía como una disciplina de la Ciencia Cognitiva. La tesis central se relaciona con el tratamiento necesario de los principales problemas y problemas cogn…

Detecting the factors affecting classroom dialogue quality Open

Chrysi Rapanta, Andrea Miralda-Banda, Mercè García-Milà, Maria Vrikki, Fabrizio Macagno , et al. · 2023

Despite the emphasis on dialogue and argumentation in educational settings, still not much is known about how best we can support learners in their interthinking, reasoning, and metadialogic understanding. The goal of this classroom interv…

Designing a Professional Development to Foster Dialogicity in Primary Education. The Importance of Lesson Plans Throughout the Program Open

José Luna, Mercè García-Milà, Andrea Miralda-Banda, Núria Castells · 2023

Pre-service teachers’ knowledge, beliefs and predispositions to teach argumentation in their disciplines Open

Mercè García-Milà, Mark Felton, Andrea Miralda-Banda, Núria Castells · 2022

Despite growing emphasis on learning to argue and arguing to learn as educational outcomes in the secondary curriculum, a gap remains between these curricular goals and teachers' practices. The present study seeks to understand this gap by…

Adolescents’ reasoning to manage fake news Open

Núria Castells, Mercè García-Milà, Andrea Miralda-Banda, José Luna, Esther Pérez-Sedano · 2022

This study draws on literature on argumentation and critical thinking. Its main goal is to analyse teenagers’ critical thinking to manage scientific information in social networks. We analysed 95 ninth graders’ quality of argumentation on …

Coding empathy in dialogue Open

Fabrizio Macagno, Chrysi Rapanta, Elisabeth Mayweg-Paus, Mercè García-Milà · 2022

Empathy, broadly defined as the ability to experience another's emotions and perceptions, is one of the major attitudes and actions underpinning an individual's participation in dialogue across diversity. The goal of this methodological pa…

Multicultural classroom discourse dataset on teachers’ and students’ dialogic empathy Open

Chrysi Rapanta, Cláudia Gonçalves, João Rui Pereira, Dilar Cascalheira, Beatriz Gil , et al. · 2021

Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels Open

Mercè García-Milà, Andrea Miralda-Banda, José Luna, Ana Remesal, Núria Castells , et al. · 2021

In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitude…

Dialogue and Argumentation for Cultural Literacy Learning in Schools: Multilingual Data Corpus Open

Chrysi Rapanta, Dilar Cascalheira, Beatriz Gil, Cláudia Gonçalves, D’Jamila Garcia , et al. · 2021

This dataset is the Multilingual Corpus of the DIALLS (DIalogue and Argumentation for Literacy Learning in Schools) project (dialls2020.eu/) and consists of a set of transcripts of classroom interactions of students from ages 5 to 15 years…

Dialogue and Argumentation for Cultural Literacy Learning in Schools: Multilingual Data Corpus Open

Chrysi Rapanta, Dilar Cascalheira, Beatriz Gil, Cláudia Gonçalves, D’Jamila Garcia , et al. · 2021

This dataset is the Multilingual Corpus of the DIALLS (DIalogue and Argumentation for Literacy Learning in Schools) project (dialls2020.eu/) and consists of a set of transcripts of classroom interactions of students from ages 5 to 15 years…

Dialogue and Argumentation for Cultural Literacy Learning in Schools: Multilingual Data Corpus Open

Chrysi Rapanta, Dilar Cascalheira, Beatriz Gil, Cláudia Gonçalves, D’Jamila Garcia , et al. · 2020

This dataset is the Multilingual Corpus of the DIALLS (DIalogue and Argumentation for Literacy Learning in Schools) project (dialls2020.eu/) and consists of a set of transcripts of classroom interactions of students from ages 5 to 15 years…

The challenge of inclusive dialogic teaching in public secondary school Open

Chrysi Rapanta, Mercè García-Milà, Ana Remesal, Cláudia Gonçalves · 2020

The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and stu…

Concept of Evidence and the Quality of Evidence-Based Reasoning in Elementary Students Open

Andrea Miralda-Banda, Mercè García-Milà, Mark Felton · 2019

Effect of argumentative goals in the quality of argumentative dialogue and written argumentation / Efecto de la consigna argumentativa en la calidad del diálogo argumentativo y de la argumentación escrita Open

Constanza Villarroel, Mercè García-Milà, Mark Felton, Andrea Miralda-Banda · 2019

La inclusión de prácticas argumentativas en las aulas como herramienta epistémica para potenciar el aprendizaje y el razonamiento ha alcanzado un gran consenso. No obstante, estudios sobre argumentación muestran que no todo tipo de argumen…

Argumentation and education: notes for a debate / Argumentación y educación: apuntes para un debate Open

María del Puy Pérez Echeverría, Yolanda Postigo, Mercè García-Milà · 2015

This is an Author's Original Manuscript of an article published by Taylor & Francis in Infancia y Aprendizaje on 02/01/2016 available online at http://www.tandfonline.com/10.1080/02103702.2015.1111607

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