Teachers’ interventions in science education at primary school. The role of semiotic resources during argumentative interactions in classroom-Reference-Cited by-同舟云学术

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Teachers’ interventions in science education at primary school. The role of semiotic resources during argumentative interactions in classroom

Published:2023-08-11 Issue: Volume: Page:1-20
ISSN:0263-5143
Container-title:Research in Science & Technological Education
language:en
Short-container-title:Research in Science & Technological Education

Author:

Convertini Josephine¹^ORCID,Arcidiacono Francesco²^ORCID,Miserez-Caperos Céline²

Affiliation:

1. Psychiatric Section of Mental Development, Department of Psychiatry, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland

2. Research Department, University of Teacher Education BEJUNE, Biel/Bienne, Switzerland

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02635143.2023.2243835

Reference58 articles.

1. “But the vanilla is healthy!” Children's expression of arguments to justify their non-compliances in family conversation

2. A MULTIMODAL CONVERSATION ANALYTIC APPROACH TO INVESTIGATE A JOINT PROBLEM SOLVING TASK ACCOMPLISHED BY CHILDREN IN A MATHEMATICS CLASSROOM

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1. Assessment of Pedagogical Contributions toward Enhancing Physical Activity within the Secondary School Physical Education Curricula in Southwestern China;Sustainability;2024-02-24

2. Material-dialogic space as a framework for understanding material and embodied interaction science education;Research in Science & Technological Education;2024-01-02

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