메뉴 건너뛰기




Volumn , Issue , 2010, Pages 261-277

Breakdowns between teachers, educators and designers in elaborating new technologies as precursors of change in education to dialogic thinking

Author keywords

[No Author keywords available]

Indexed keywords


EID: 79952185322     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter
Times cited : (12)

References (14)
  • 1
    • 0007076625 scopus 로고    scopus 로고
    • Consequential Transitions: A sociocultural expedition beyond transfer in education
    • Beach, K. D. (1999). Consequential Transitions: A sociocultural expedition beyond transfer in education. Review of Research in Education, 24, 101-139.
    • (1999) Review of Research in Education , vol.24 , pp. 101-139
    • Beach, K.D.1
  • 3
    • 0012818554 scopus 로고    scopus 로고
    • Expansive Learning at Work: Toward an activity theoretical reconceptualization
    • Engeström, Y (2001). Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133-156.
    • (2001) Journal of Education and Work , vol.14 , pp. 133-156
    • Engeström, Y.1
  • 4
    • 3042598909 scopus 로고    scopus 로고
    • Can a School Community Learn to Master its Own Future? An activity theoretical study of expansive learning among middle school teachers
    • In G. Wells and G. Claxton (eds) Oxford: Blackwell
    • Engeström, Y., Engeström, R. and Suntio, A. (2002). Can a School Community Learn to Master its Own Future? An activity theoretical study of expansive learning among middle school teachers. In G. Wells and G. Claxton (eds) Learning for Life in the 21st Century: Sociocultural perspectives on the future of education. Oxford: Blackwell.
    • (2002) Learning for Life in the 21st Century: Sociocultural perspectives on the future of education
    • Engeström, Y.1    Engeström, R.2    Suntio, A.3
  • 6
    • 21844454611 scopus 로고    scopus 로고
    • Can Cognitive Explanation be Eliminated?
    • Hakkarainen, K (2003). Can Cognitive Explanation be Eliminated? Science and Education, 12, 671-689.
    • (2003) Science and Education , vol.12 , pp. 671-689
    • Hakkarainen, K.1
  • 7
    • 0003924923 scopus 로고
    • New York: Cambridge University Press
    • Kuhn, D. (1991). The Skills of Argument. New York: Cambridge University Press.
    • (1991) The Skills of Argument
    • Kuhn, D.1
  • 8
    • 0035222026 scopus 로고    scopus 로고
    • How Do People Know?
    • Kuhn, D. (2001). How Do People Know? Psychological Science, 12, 1-8.
    • (2001) Psychological Science , vol.12 , pp. 1-8
    • Kuhn, D.1
  • 9
    • 0000852649 scopus 로고    scopus 로고
    • Who Reasons Well? Two studies of informal reasoning among children of different grade, ability and knowledge levels
    • Means, M. L. and Voss, J. F. (1996). Who Reasons Well? Two studies of informal reasoning among children of different grade, ability and knowledge levels. Cognition and Instruction, 14, 139-179.
    • (1996) Cognition and Instruction , vol.14 , pp. 139-179
    • Means, M.L.1    Voss, J.F.2
  • 10
    • 0034550491 scopus 로고    scopus 로고
    • Sociocultural and Constructivist Theories of Learning: Ontology, not just epistemology
    • Packer, M. J. and Goicoechea, J. (2001). Sociocultural and Constructivist Theories of Learning: Ontology, not just epistemology. Educational Psychologist, 35, 227-241.
    • (2001) Educational Psychologist , vol.35 , pp. 227-241
    • Packer, M.J.1    Goicoechea, J.2
  • 11
    • 84885729612 scopus 로고    scopus 로고
    • Argumentation and Learning
    • In N. Muller-Mirza and A.-N. Perret- Clermont (eds) New York and London: Springer
    • Schwarz, B. B. (2009). Argumentation and Learning. In N. Muller-Mirza and A.-N. Perret- Clermont (eds) Argumentation and Education - Theoretical Foundations and Practices (pp. 91-126). New York and London: Springer.
    • (2009) Argumentation and Education - Theoretical Foundations and Practices , pp. 91-126
    • Schwarz, B.B.1
  • 13
    • 0004096846 scopus 로고
    • Cambridge: Cambridge University Press
    • Toulmin, S. E. (1958). The Uses of Argument. Cambridge: Cambridge University Press.
    • (1958) The Uses of Argument
    • Toulmin, S.E.1
  • 14
    • 33746137703 scopus 로고    scopus 로고
    • Towards a Dialogic Understanding of the Relationship Between CSCL and Teaching Thinking
    • Wegerif, R. (2006). Towards a Dialogic Understanding of the Relationship Between CSCL and Teaching Thinking. International Journal of Computer-Supported Collaborative Learning, 1, 143-157.
    • (2006) International Journal of Computer-Supported Collaborative Learning , vol.1 , pp. 143-157
    • Wegerif, R.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.