Educational Research: Proofs, Arguments, and Other Reasonings

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Die Entwicklung des wissenschaftlichen Denkens im Grundschulalter. Scientific reasoning in young children: Preschoolers' ability to evaluate covariation evidence. Swiss Journal of Psychology 64 3 , D Internal and external scripts in computer-supported collaborative inquiry learning. The roles of scripts in promoting collaborative discourse in learning by design. Fischer, I. Kollar, H. Haake Eds. Koslowski, B. Theory and evidence: The development of scientific reasoning. Scientific reasoning: Explanation, confirmation bias, and scientific practice.

Gorman Eds. Kruglanski, A. Intuitive and deliberate judgments are based on common principles. Psychological Review, 1 , The skills of argument. New York: Cambridge University Press. Kuhn, D. The second decade: What develops and how? Siegler Eds. Cognition, perception, and language pp. Hoboken, NJ: Wiley.

Lave, J. Situated learning: Legitimate peripheral participation. Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes. Learning and Instruction, 21 2 , Scientific reasoning in elementary school children: Assessment and relations with cognitive abilities.

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Learning and Instruction, 29, Elementary students' views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48 7 , Supporting students' construction of scientific explanations by fading scaffolds in instructional materials. Journal of the Learning Sciences, 15 2 , Constructive interaction and the iterative process of understanding. Cognitive Science, 10, Team mental models in a team knowledge framework: Expanding theory and measurement across disciplinary boundaries. Journal of Organizational Behavior, 22 2 , Appraisal theories of emotion: State of the art and future development.

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    Cases of reasoning and proving in secondary mathematics. Research project directed by M. Smith University of Pittsburgh and F. Principal Investigator. With A.

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    Stylianides University of Cambridge. Duration of project: 1 October, — 31 December, Research project funded by the Spencer Foundation. Content knowledge for teaching elementary school mathematics.