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Welcome to the EARLI SIG 20 and SIG 26 Conference

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Tuesday, October 9
 

10:15am

10:30am

1:00pm

[Paper Session 1] Explorations in a continuum of observation-based knowledge in a field geology setting Mandel 530Lauren Barth-Cohen • Sarah Braden [Paper Session 1] Inquiry is NOT for Everyone: A Case Study of Science Teachers’ Team Regarding Inquiry Learning Mandel 530Shani Zur • Racheli Levin-Peled • Tali Tal [Paper Session 1] Promoting preservice teachers' inquiry learning by classroom-integrated research Mandel 530Hanna Teräs • Tuike Iiskala • Mirjamaija Mikkila-Erdmann [Paper Session 1] The Contribution of Reflective Activities to Growth in Teachers’ Epistemic Ideals and Processes Mandel 530Shiri Mor-Hagani • Sarit Barzilai [Paper Session 2] Applying Coordination Dynamics to Technologically-Based Embodied Mathematics Learning Rabin 3001Rotem Abdu • Dor Abrahamson • Arthur Bakker • Shakila Shayan [Paper Session 2] Designing for semantic coupling: The impact of physical objects in inquiry-based AR activities Rabin 3001Yiannis Georgiou • Eleni Kyza [Paper Session 2] Interacting with the Forces Underlying Chemical Bonding Using ELI-Chem Simulation Rabin 3001Asnat R. Zohar • Sharona T Levy [Paper Session 3] Impact of a teacher-facilitated TPD program for dialogue in primary mathematics Rabin auditoriumMARIA ELISA Calcagni Garcia • Florencia Canessa • Valeska Grau • Sara Hennessy • Francisco López • Valentina Munizaga [Paper Session 3] On the Relationship between Student Participation in Classroom Discourse and Student Achievement Rabin auditoriumKlara Sedova [Paper Session 3] Teacher-student dialogue in classrooms: Does it really make a difference to student outcomes? Rabin auditoriumChristine Howe • Sara Hennessy • Neil Mercer [Paper Session 3] Training Teachers and Students for Quality Talk: Secondary Students Use of Critical Thinking Rabin auditoriumKatharina Kiemer • Maree Davies [Paper Session 4] In the context of Lesson Study: What did teachers learn about promoting peer talk in groups? Rabin 2001Anne Mette Færøyvik Karlsen [Paper Session 4] Learning student-teachers to orchestrate a classroom discussion for reasoning Rabin 2001Sonia Abrantes Garcez Palha • Daan van Smaalen [Paper Session 4] Learning to Facilitate Dialogue for Argumentation: An Analysis of Teacher Professional Development Rabin 2001Ian A.G. Wilkinson [Paper Session 4] Supporting sixth graders to evaluate information in the Web: An intervention study Rabin 2001Elina Hämäläinen • Roberto Gonzalez Ibanez • Carita Kiili • Paavo H.T. Leppänen • Miika Marttunen • Eija Räikkönen

3:00pm

[Paper Session 5] Facilitating Learning of Practices of Doing Science Mandel 530Maayan Schvartzer • Shulamit Kapon [Paper Session 5] Fostering the Development of Elementary Students’ Motivation and Argumentation in Blended Classrooms (remote presentation) Mandel 530Narmada Paul • Michael Glassman • Tzu-Jung Lin [Paper Session 5] Inquiry-based Learning: Prosodic Approach as a Method to Study Teacher Talk Mandel 530Raija Hamalainen • Joni Lämsä • Anne-Maria Laukkanen • Teija Waaramaa • Bram De Wever [Paper Session 5] “Figuring It Out” Together: Problematizing as a Core Component of Model-Based Learning Mandel 530John F. Smith • Brian J. Reiser [Paper Session 6] Evidence-based Reasoning of Pre-Service Teachers: A Script Perspective Rabin 3001Katharina Kiemer • Ingo Kollar [Paper Session 6] Inquiry-based learning in teacher training? Effects on student teachers’ beliefs. Rabin 3001Michiel Voet • Bram De Wever [Paper Session 6] Pre-service pre-school teachers’ self-efficacy, attitudes and beliefs towards early science teaching Rabin 3001Yael Kesner Baruch • Michaella Kadury-Slezak [Paper Session 6] When prior beliefs contradict evidence from educational research Rabin 3001Eva Thomm • Johannes Bauer • Tilmann Betsch • Bernadette Gold [Paper Session 7] Analysis of Argumentation Moves in a Modeling Assessment Rabin 2001Veronica Cavera • Clark Chinn • Ravit Duncan [Paper Session 7] Developing of an instrument for examining teacher's attitudes toward argument based teaching Rabin 2001Ida Kukliansky • Haim Eshach [Paper Session 7] Frames of explorative and ritual instruction as reflected in teachers' discourse Rabin 2001Galit shabtay • Einat Heyd-Metzuyanim [Paper Session 7] The development and validation of an observation tool for classroom dialogue Rabin 2001Maria Vrikki • Leonidas Kyriakides In search of controversies and consensus on classroom dialogue Rabin auditoriumLauren Resnick • Christine Howe • Adam Lefstein • Eugene Matusov • Aline Reznitskaya • Christa Asterhan [Provocateur]

4:30pm

A CONFLUENCE MODEL OF PROBLEM-BASED LEARNING AND TEACHING Rabin foyer 1st floorBoris Koichu Arguing with and representing data: Engaging young adults in data-informed science news reporting Rabin foyer 1st floorEngida Gebre Deductive Reasoning - Elementary pupils' use of everyday conditional reasoning skills in mathematics Rabin foyer 1st floorAnastasia Datsogianni • Beate Sodian • Stefan Ufer Dialogic education through Heutagogy and its potential implication to democratic education Rabin foyer 1st flooramnon glassner • Shlomo Back DiCE Constituents of Productive Disagreement: A Framework for Describing Argument Productivity Rabin foyer 1st floorRandi Zimmerman • Na'ama Av-Shalom • Clark Chinn • Ravit Duncan Dynamics of knowledge between university and workplace bodies in professional education curricula Rabin foyer 1st floorAyelet Becher • Lily Orland-Barak Educating Students to Consistency via Argumentation Rabin foyer 1st floorElisabetta Montanari Effects of Worked Examples and External Scripts on Social Work Students‘ Fallacy Revelation Scripts Rabin foyer 1st floorFlorian Spensberger • Eileen Gambrill • Ingo Kollar • Sabine Pankofer Fake news and a growing need for learning to argue: A study 16- year-old Norwegian students Rabin foyer 1st floorEyvind Elstad • Nora Mathe Games and historical reasoning Rabin foyer 1st floorMatti Rautiainen • Anna Veijola Investigating the co-construction of knowledge in an AR inquiry learning environment Rabin foyer 1st floorMarkos Souropetsis • Eleni Kyza Ludic engagement to support argumentation practices of chemistry pre-service teacher Rabin foyer 1st floorAriane Baffa Lourenco • Salete Linhares Queiroz • Armin Weinberger Productive Failure and Splashes of Creativity: A Case Study Rabin foyer 1st floorAlik Palatnik • Boris Koichu Reasoning about the past to build the future: studying history and becoming active citizens Rabin foyer 1st floorClaudia Fredella • Luisa Zecca Student Discourse in Class is Important: How Can We Make It Happen? Rabin foyer 1st floorSusan H Picker • Ben Peled Styles of Scientific Reasoning: An empirical study of the different ways how scientists reason Rabin foyer 1st floorGina Scappucci • Frank Fischer • Christopher Osterhaus Teaching Argumentation, Dialectics and Dialogism Rabin foyer 1st floorNitza Shachar The development of metacognitive skills of business students during collaborative inquiry learning Rabin foyer 1st floorMirjami Ikonen The Middle Way: The Critical Questions Model of Argument Assessment Rabin foyer 1st floorMichael Nussbaum • Ian Dove The Multidisciplinary Study of Democratic Discourse and Learning in Classrooms Rabin foyer 1st floorSusan Mayer • Adam Lefstein • Catherine O'Connor University Students’ Peer to Peer Knowledge Sharing Practices via SNS – A Network Analysis Approach Rabin foyer 1st floorEdith Bouton Validating a Simulated Learning Environment to Foster Collaborative Clinical Reasoning Rabin foyer 1st floorAnika Radkowitsch • Frank Fischer • Martin R. Fischer • Ralf Schmidmaier “What counts as good argumentation?”: The case of socio-scientific argumentation Rabin foyer 1st floorOlga Ioannidou • Frank Fischer • Andreas Hetmanek • Tina Seidel
 
Wednesday, October 10
 

8:30am

[Paper Session 8] Agent-based models to support informal scientific inquiry among youth with type 1 diabetes Rabin 3001Ilana Dubovi • Efrat Dagan • Milana Levy • Sharona Levy • Nehama Zuckerman-Levin [Paper Session 8] Fostering Learning Culture via Knowledge Community and Inquiry Approach Rabin 3001Carmit Pion • Yael Kali [Paper Session 8] How can the Knowledge Community and Inquiry model support socioscientific reasoning? Rabin 3001Hava Ben-Horin • Yael Kali • Ornit Sagy • Tali Tal [Paper Session 8] Long term impact: Students’ inquiry through the lens of time Rabin 3001Einat Gil [Paper Session 9] Meta-level inquiry learning through argumentative scaffolding:power of tech-aided individualization Rabin 2001Toi Sin Arvidsson • Deanna Kuhn [Paper Session 9] Realising ‘dialogic intention’ through the use of a micro-blogging tool in secondary classrooms Rabin 2001Victoria Cook • Louis Major • Ingvill Rasmussen • Maria Vrikki • Paul Warwick [Paper Session 9] Supporting Analysis of Subjects and Vulnerability in Argumentation with Computational Models Rabin 2001Yohan Jo • Carolyn Rose [Paper Session 9] The Contribution of Graphic Organizers to Integration of Multiple Information Sources Rabin 2001Talia Shlomi Elooz • Sarit Barzilai -Symposium 1: Student Learning and Epistemic Progress in Dialogic Teaching I Mandel AuditoriumJonathan Osborne • Na'ama Av-Shalom • Christine Howe • Baruch Schwarz • Discussant: Anat Zohar Identifying Epistemic Growth in Dialogic Instruction: An Apt Epistemic Performance Approach[Symposium 1] Mandel AuditoriumNa'ama Av-Shalom • Sarit Barzilai • Clark Chinn • Ravit Golan Duncan Reasoned dialogue and epistemic growth: A comparison of teacher-led and small-group interaction[Symposium 1] Mandel AuditoriumChristine Howe • Sara Hennessy • Neil Mercer The Epidemic Effect of Scaffolding Argumentation from Small Groups to Whole-class[Symposium 1] Mandel AuditoriumBaruch Schwarz • Irit Cohen -Symposium 2: Looking Back and Moving Forward: Synthesize Best Evidence from Learning and Instruction Research Rabin auditoriumFreydis Vogel • Cindy Hmelo-Silver • Anika Radkowitsch • Andrew Walker • Susan Yoon • Discussant: Kris Lund Good for learning, bad for motivation? A Meta-Analytic Argument on a Widespread View on CSCL Scripts[Symposium 2] Rabin auditoriumAnika Radkowitsch • Frank Fischer • Freydis Vogel In Pursuit of Inclusion: Summarizing (Quasi)-Experimental Computer-Based Scaffolding Research[Symposium 2] Rabin auditoriumAndrew Walker • Nam Ju Kim • Mason Lefler Teaching and Learning About Complex Systems in K–12 Science Education: A Review of Empirical Studies[Symposium 2] Rabin auditoriumSusan Yoon • Sao-Ee Goh • Miyoung Park Using Cluster Analysis to Guide Meaningful CSCL Meta-Synthesis[Symposium 2] Rabin auditoriumCindy Hmelo-Silver • Heisawn Jeong • Jessica McKeown

10:30am

1:00pm

Inquiry-oriented and formative supervision in teacher training Rabin 3001Eyvind Elstad Kids as Urban Scientists: Mobile Apps for Youth Mapping the Biodiversity of Urban Regions Rabin 3001Nancy Songer Toolbox TeacherEducation - Teaching and Learning in the Digital Age Rabin 3001Silke Schiffhauer • Maria Bannert • Doris Lewalter • Jürgen Richter-Gebert [Paper Session 10] Argument, tension and relaxation in group-creativity training Mandel AuditoriumMichael Baker • Françoise Détienne [Paper Session 10] Collaboration in argumentation and argumentation in collaboration: Chavruta processes among learners Mandel AuditoriumReuven Ben-Haim [Paper Session 10] Counter-arguing with peers, but not hearing counter-arguments, facilitates students’ learning Mandel AuditoriumAntonia Larrain • Paulina Freire • Valeska Grau • Patricia López [Paper Session 10] Peer dialogue in Literacy: collaborative meaning-making in multimodal reading contexts Mandel AuditoriumFiona Maine • Sylvia Rojas-Drummond -Symposium 3: Learning to Argue from Evidence Rabin auditoriumKalypso Iordanou • Maria Evagorou • Laurence Guerin • Flora Matos • Discussant: Sarit Barzilai Collective Argumentation Skills[Symposium 3] Rabin auditoriumLaurence Guerin • Lida Klaver Developing Middle School Students’ Ability to Use Evidence in Essays[Symposium 3] Rabin auditoriumFlora Matos • Deanna Kuhn • Yuchen Shi Exploring how elementary school students argue during modeling in a science lesson[Symposium 3] Rabin auditoriumMaria Evagorou • Chrystalla Lympouridou • Christiana Nicolaou Supporting Evidence use and Knowledge Acquisition through Engagement in Argumentation[Symposium 3] Rabin auditoriumKalypso Iordanou • Deanna Kuhn -Symposium 4: Social, Cognitive and Affective Aspects of Collaborative Teacher Inquiry Rabin 2001Dana Vedder-Weiss • Miriam Babichenko • Aliza Segal • Rotem Trachtenberg-Maslaton • Discussant: Ilana Horn Collaborative Inquiry into Practice in Teacher Teams: The Role of Group Activity Type[Symposium 4] Rabin 2001Miriam Babichenko • Christa Asterhan Deliberative and Disputative Discourse in Teacher Disagreements about Assessment Practices[Symposium 4] Rabin 2001Rotem Trachtenberg-Maslaton • Mirit Israeli • Adam Lefstein • Dana Vedder-Weiss Narrative Exchange in Teacher Collaborative Inquiry[Symposium 4] Rabin 2001Aliza Segal

3:00pm

[Paper Session 11] Moderating preadolescents prior beliefs about organic food: the impact of contradictory arguments Rabin 2001Colin Lescarret • Franck Amadieu [Paper Session 11] Supporting collaborative inquiry learning for students using simulations and chat messaging Rabin 2001Leo Aleksander Siiman • Äli Leijen • Mario Mäeots • Margus Pedaste • Meeli Rannastu [Paper Session 11] Visualising collaborative inquiry-based learning processes in technology-enhaned physics learning Rabin 2001Joni Lämsä • Raija Hamalainen • Pekka Koskinen • Jouni Viiri [Paper Session 12] Epistemic Cognition on Social Knowledge and Early Adolescents’ Small-Group Discussions Mandel AuditoriumSeung Yon Ha • Tzu-Jung Lin [Paper Session 12] Epistemic cognition when students evaluate scientific controversies Mandel AuditoriumFabian Lang • Peter Gerjets • Yvonne Kammerer • Kathleen Stürmer [Paper Session 12] Evaluating the Quality of Argumentation: Going Beyond Structure to Incorporate Epistemic Practices Mandel AuditoriumClark Chinn • Ravit Duncan [Paper Session 12] The developmental roots of knowing: Interpretive theory of mind and subjectivist epistemology Mandel AuditoriumMichael Weinstock -Symposium 5: Dialogic interpretative practices and their contribution to continuity/change in religious education Rabin auditoriumBaruch Schwarz • Ayman K. Agbaria • David M. Neuhaus SJ • Jean Zumstein • Discussant: ZVI BEKERMAN Early Hasidic Hermeneutics and the limits of creativity[Symposium 5] Rabin auditoriumBenjamin Brown Guided Hermeneutics In Islam: Interpreting Quran in harmony with the intentions of the Lawgiver[Symposium 5] Rabin auditoriumAyman K. Agbaria Protestant exegesis[Symposium 5] Rabin auditoriumJean Zumstein “Jew” and “Judaism” in contemporary Catholic discourse: A revolution in interpretation[Symposium 5] Rabin auditoriumDavid M. Neuhaus SJ -Symposium 6: Dialogic pedgogy in conventional schools Rabin 3001Yifat Ben-David Kolikant • Maureen Boyd • Ana Marjanovic-Shane • Aliza Segal • Discussant: Rupert Wegerif A dialogic approach to teacher professional development in schools: a case study[Symposium 6] Rabin 3001Yifat Ben-David Kolikant • Vered Resnick Bakhtinian pedagogy in conventional educational institutions[Symposium 6] Rabin 3001Ana Marjanovic-Shane • Mikhail Gradovski • Eugene Matusov Compelling Student Voice: Dialogic Practices of Public Confession[Symposium 6] Rabin 3001Aliza Segal • Adam Lefstein • Itay Pollak Dialogic teaching: Whole class instruction of a literacy event across time and repertoire[Symposium 6] Rabin 3001Maureen Boyd • Youngae Choi • Valentyna Mykula
 
Thursday, October 11
 

8:30am

[Paper Session 13] Assessing student’s ability to control variables: The impact of test format and sub-skills Mandel 530Martin Schwichow [Paper Session 13] Automatically Assessing Scientific Explanations in Online Inquiry Mandel 530Haiying Li • Rachel Dickler • Janice Gobert [Paper Session 13] False Positives and False Negatives in Inquiry Assessment: Investigating Log and Open Response Data Mandel 530Rachel Dickler • Janice Gobert • Haiying Li [Paper Session 13] Primary School Inquiry Skills Assessment (PSISA) Test Mandel 530Margus Pedaste • Aleksander Baucal • Meelis Brikker • Elle Reisenbuk [Paper Session 14] Citizen Science in Schools: Building Mutually-Beneficial Partnerships Between Schools and Scientists Rabin 2001Osnat Atias • Ayelet Baram-Tsabari • Maya Benichou • Yael Kali • Rachel Levin- Peled • Ornit Sagy [Paper Session 14] How to develop critical inquiry reasoning? Evidence-based educational research at primary school Rabin 2001Calliste Scheibling • Pasquinelli Elena • Sander Emmanuel [Paper Session 14] Online Inquiry profiles among six-graders- how do they search and write from multiple sources? Rabin 2001Mirjamaija Mikkila-Erdmann • Eero Sormunen • Marja Vauras [Paper Session 14] Promoting Inquiry Learning in Elementary School Children Rabin 2001Julia Schiefer • Jessika Golle • Kerstin Oschatz • Ulrich Trautwein [Paper Session 15] Desirable and Undesirable Disagreements: Jewish Women Studying the Talmudic Texts Rabin 3001Esty Teomim-Ben Menachem [Paper Session 15] Learning by Arguing Rabin 3001Kalypso Iordanou • Laura Hemberger • Deanna Kuhn • Yuchen Shi [Paper Session 15] To argue or not to argue? Influencing factors of student´s participation in classroom discussions Rabin 3001Dorothee Gronostay • Sabine Manzel [Paper Session 15] “I’m Not Disagreeing...I’m Just Saying”: Supporting Authentic Argumentation in Science Classrooms Rabin 3001Aliza Zivic • Brian J. Reiser -Symposium 7: Bridging Dialogue, Inquiry and Argumentation: A Necessary Synergy for 21st Century Education Mandel AuditoriumChrysi Rapanta • Maria Evagorou • Mark Felton • Fiona Maine • Discussant: Michael Baker Culturally Relevant Pedagogy Through the Discussion of Socio-Scientific Issues?[Symposium 7] Mandel AuditoriumMaria Evagorou Dialogue as a Central Concept in the Promotion of Cultural Literacy[Symposium 7] Mandel AuditoriumFiona Maine Towards Defining the Effectiveness of Classroom-based Dialogue[Symposium 7] Mandel AuditoriumMark Felton

10:30am

1:00pm

[Paper Session 16] Explaining Expert Disagreement Adaptively Rabin 2001Eva Thomm • Sarit Barzilai • Rainer Bromme [Paper Session 16] Prompts to foster critical thinking in a laboratory undergraduate course Rabin 2001Lilian Danial • Jenna Koenen • Rüdiger Tiemann [Paper Session 17] Culture, social change, formal education, and shifts in epistemic perspective Mandel 530Michael Weinstock • Turky Abu Aleon • Patricia Greenfield • Adriana Manago [Paper Session 17] Informal Reasoning on Energy Resource Distribution through Socioscientific Pedagogy Mandel 530Hagit Shasha-Sharf • Tali Tal [Paper Session 17] Resolving ambiguity during anatomical identification work Mandel 530Victor Lee • Ilana Dubovi [Paper Session 17] Some Reasons for Considering Scientific Reasoning and Argumentation as a Set of Cross-Domain Skills Mandel 530Frank Fischer • Katharina Engelmann • Andreas Hetmanek • Ansgar Opitz -Symposium 8: Promoting scientific argumentation and learning with competing models and contradictory evidence Rabin 3001Ravit Duncan • Christa Asterhan • Veronica Cavera • Anat Yarden • Discussant: Clark Chinn Learning using contradictory texts promotes students' critical thinking[Symposium 8] Rabin 3001Anat Yarden • Moriah Ariely Refutation Text and Argumentation to Promote Conceptual Change on the topic of Natural Selection[Symposium 8] Rabin 3001Christa Asterhan • Christa Asterhan Refutational Strategies in Arguments about Competing Mechanistic Models of a Genetic Phenomenon[Symposium 8] Rabin 3001Veronica Cavera • Ravit Duncan -Symposium 9: The role of argumentation in schools towards the constitution of deliberative democracy Mandel AuditoriumMichael Baker • Edan Blon • Adar Cohen • Benzi Slakmon • Discussant: Aviv Cohen Heated discussions in small group political education strand[Symposium 9] Mandel AuditoriumBenzi Slakmon Rhetoric as a tool for education[Symposium 9] Mandel AuditoriumEdan Blon Walking on a Tightrope: Controversy Work of Civic Teachers – The Israeli Case[Symposium 9] Mandel AuditoriumAdar Cohen

3:00pm

[Paper Session 18] Exploring students’ performance in a SRL-supported, scientific inquiry, i-STEM learning environment. Rabin 2001Marion Crauwels • Daan Moechars • Tim Ramaekers • Carla Schramme • Geert Van De Water [Paper Session 18] Self-Learning Dispositions as Reflected During Research Apprenticeship Program Rabin 2001Merchi Edry • Irit Sason • Dori Yehudit [Paper Session 18] Situational interest trajectories within and across domains in inquiry-based science education Rabin 2001Tomi Jaakkola • Margus Pedaste Characteristics of argumentative thinking among of Haredi students Rabin 3001Ehud Tsemach • Anat Zohar Connections between cognitive demand of task, students' struggle and explicit attention to concepts Rabin 3001Einat Heyd-Metzuyanim • Talli Nachlieli • Merav Weingarden Exploring the use of the Three Domains for Dialogue framework for designing and interrogating TPD Rabin 3001MARIA ELISA Calcagni Garcia • Leonardo Lago Haredi computer-science students: how does their unique background influence their academic studies? Rabin 3001Yifat Ben-David Kolikant • Sarah Genut Measuring teacher educators’ knowledge, beliefs & attitudes toward evidence-based teaching practices Rabin 3001Despoina Georgiou • Frank Fischer • Sog Yee Mok • Tina Seidel Non Ionizing Radiation on Facebook: Discussion Patterns on Social Media Rabin 3001Keren Dalyot • Ayelet Baram-Tsabari Readiness of students as future school teachers for professional activity Rabin 3001Nataliia Demeshkant • Karolina Czerwiec • Ludmila Dankevych • Katarzyna Potyrala Regularities in the Long-Term Mathematical Student Projects Rabin 3001Alik Palatnik Supporting Student Efforts to Frame (and Pursue) Academically Substantive Inquiries Rabin 3001Susan Mayer Teacher frameworks in dialogic science discussions Rabin 3001Sherice Clark • Katherine Garcia • Jessica Miguel • Ramon Stephens • Melissa Warstadt Teacher views on inquiry learning: The contribution of diverse experiences in outdoor environment Rabin 3001Rachel Levin- Peled • Keren Levy • Tali Tal Teachers’ attitudes towards students' creativity and using educational interactive tools Rabin 3001Karolina Czerwiec • Katarzyna Potyrala • Wioletta Skrzypek • Emanuel Studnicki The becoming teacher's identity contradiction in the professional construction Rabin 3001Danping Peng • Iva Koribská Using YouTube as a Dialogic Space for Pre-Service Teachers' Course on CSCL Rabin 3001Rotem Abdu Whose mandate is it? Science teachers' thoughts of SSI implementation in science classrooms. Rabin 3001Emil Eidin • Yael Shwartz -Symposium 10: Reconciling Construction and Critique in Argument Instruction Mandel 530Flora Matos • Bryan Henderson • Gabriel Macedo • Discussant: Antonia Larrain Collaborative Writing as a Bridge between Dialogic and Individual Argumentation[Symposium 10] (remote presentation) Mandel 530Flora Matos • Deanna Kuhn Oral and Written Assessments to Distinguish Construction/Co-Construction and Critique[Symposium 10] Mandel 530Bryan Henderson • Earl Aguilera • April Holton • Nicole Zillmer Students’ Developmental Pathways: Internalization of Argumentative Semiotic Regulators[Symposium 10] Mandel 530Gabriel Macedo • Nancy Ramírez -Symposium 11: The interactive circulation of affect in educational situations: multi-disciplinary perspectives Mandel AuditoriumMichael Baker • Piia Naykki • Christian Plantin • Benzi Slakmon • Discussant: Michael Baker Emotions in Language and Interactions: A Memo[Symposium 11] Mandel AuditoriumChristian Plantin The Educational Goal of Cultivating Emotions in Democracy[Symposium 11] Mandel AuditoriumBenzi Slakmon Thinking and talking about emotions. Challenges & emotion regulation in collaborative learning[Symposium 11] Mandel AuditoriumPiia Naykki • Jaana Isohätälä • Sanna Järvelä • Hanna Jarvenoja
 
Friday, October 12
 

8:30am

[Paper Session 19] Inquiry practices related to paths of logical transitions between inquiry questions Room 501Zohar Snapir • Galit Karadi • Michal Zion [Paper Session 19] Teaching for versus teaching through problem solving in secondary education. Room 501Annelies Raes • Fien Depaepe • Marieke Pieters [Paper Session 19] The Role of Conceptualizations of Learning in Civic Learning through Inquiry Room 501Jonan Donaldson [Paper Session 19] Vary one category at a time: Does VOTAT account for the interleaving effect in category induction? Room 501Roman Abel • Matthias Brunmair [Paper Session 20] Connecting scientific argumentation and deliberative pubic discourse: Three theoretical frameworks Room 503Michael Ford [Paper Session 20] Deliberative dialogue & the nature of constructive argument: A study of novice & expert discourse Room 503Mark Felton • Amanda Crowell [Paper Session 20] The educational significance of different theories of dialogue Room 503Rupert Wegerif -Symposium 12: Evidence-Based Reasoning for Decisions in the Classroom: Teachers, Trainees and Teacher Trainers Room 502Freydis Vogel • Annika Diery • Christina Wekerle • Discussant: Michael Nussbaum Challenges for Teacher Trainers to Teach Evidence-Based Reasoning Skills[Symposium 12] Room 502Annika Diery • Freydis Vogel Pre-Service Teachers’ Evidence-Based Argumentation Competence: Argumentative Quality in Discussions[Symposium 12] Room 502Sandra Wenglein Teachers’ Use of Scientific and Subjective Theories when Reasoning about Technology in Classrooms[Symposium 12] Room 502Christina Wekerle • Ingo Kollar

10:30am

[Paper Session 21] Indications of Metacognition and Self-Regulation among Preschoolers during Scientific Inquiry Room 501Ronit Fridman • Sigal Eden • Ornit Spektor-Levy [Paper Session 21] The role of working memory capacity in a multi-dimensional category-learning Room 501Õnne Uus • Tobias Ley • Paul Seitlinger [Paper Session 21] Trying to do too much? A critical examination of large scale implementation of inquiry learning Room 501Anat Zohar -Symposium 13: Student Learning and Epistemic Progress in Dialogic Teaching II Room 502Jonathan Osborne • Itay Pollak • Alina Reznitskaya • Discussant: Rupert Wegerif Constructivism and epistemic progress in Israeli primary classes:The view from epistemic practices[Symposium 13] Room 502Itay Pollak How does Critique support Epistemically Productive Talk in Science?[Symposium 13] Room 502Jonathan Osborne • Dimitra Tsovaltzi • Emily Reigh Teachers Learning to Facilitate Inquiry Dialogue with the Argumentation Rating Tool[Symposium 13] Room 502Alina Reznitskaya • Ian A.G. Wilkinson -Symposium 14: Argumentation, emotion & scripting: learning sciences and interactive narrative design Room 503Kristine Lund • Noam Knoller • Claire Polo • Dimitra Tsovaltzi • Discussant: Michael Baker Can experiencing non-linear scripting affect argumentative emotional positioning?[Symposium 14] Room 503Claire Polo Reducing Complexity with Userly Texts: Multi-Linear Scripts in Interactive Digital Narrative Design[Symposium 14] Room 503Noam Knoller • Hartmut Koenitz • Christian Roth Scripting Dynamic Cognitive and Socioemotional Processes[Symposium 14] Room 503Dimitra Tsovaltzi • Thomas Puhl • Lara Johanna Schmitt • Armin Weinberger