9781107141810 - dialogue, argumentation and education: history, theory and practice von schwarz, baruch. b; baker, michael. j (5 Ergebnisse)
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Anbieter: Prior Books Ltd, Cheltenham, Vereinigtes KönigreichPrior Books Ltd
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Hardcover. Zustand: Like New. First Edition. Firm, square and tight with sturdy hinges, just showing a few minor bumps and some mild cosmetic wear. Hence a non-text page is stamped 'damaged'. Despite such this book is in nearly new condition. Thus the contents are crisp, fresh and clean. It has no pen-marks and is not from a lib…rary so no such stamps or labels. Offered for sale at a very sensible price.
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Zustand: New. In.
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Zustand: New. This book presents the historical, theoretical and empirical foundations of educational practices involving dialogue and argumentation. Num Pages: 316 pages, 17 b/w illus. 1 table. BIC Classification: JNA; JNC. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 22. Weight in Grams: 640. . 2016. 1st Edi…tion. hardcover. . . . . Books ship from the US and Ireland.
- Hardcover
Anbieter: Revaluation Books, Exeter, Vereinigtes KönigreichRevaluation Books
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Hardcover. Zustand: Brand New. 306 pages. 9.00x6.00x1.00 inches. In Stock.
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Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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 popula…r 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.
