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Type: Symposium 12: Evidence-Based Reasoning for Decisions in the Classroom: Teachers-Trainees and Teacher Trainers, Challenges for Teacher Trainers to Teach Evidence-Based Reasoning Skills[Symposium 12] [clear filter]
Friday, October 12
 

8:30am IDT

Challenges for Teacher Trainers to Teach Evidence-Based Reasoning Skills[Symposium 12] Room 502Annika Diery • Freydis Vogel
 
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Tuesday, October 9
Wednesday, October 10
Thursday, October 11
Friday, October 12
Mandel 530
Mandel Auditorium
Rabin 2001
Rabin 3001
Rabin auditorium
Rabin foyer 1st floor
Room 501
Room 502
Room 503
  • ICT Demo Session [SIG 20]
  • Keynote [SIG20]
  • Keynote [SIG26]
  • Paper Session [SIG 20]
  • Paper Session [SIG 26]
  • Poster Session I [SIG 20 and SIG 26]
  • Poster Session II [SIG 20 and SIG 26]
  • Public Debate [SIG 26]
  • Symposium 01: Student Learning and Epistemic Progress in Dialogic Teaching I
  • Symposium 02: Looking Back and Moving Forward: Synthesize Best Evidence from Learning and Instruction Research
  • Symposium 03: Learning to Argue from Evidence
  • Symposium 04: Social- Cognitive and Affective Aspects of Collaborative Teacher Inquiry
  • Symposium 05: Dialogic interpretative practices and their contribution to continuity/change in religious education
  • Symposium 06: Dialogic pedgogy in conventional schools
  • Symposium 07: Bridging Dialogue- Inquiry and Argumentation: A Necessary Synergy for 21st Century Education
  • Symposium 08: Promoting scientific argumentation and learning with competing models and contradictory evidence
  • Symposium 09: The role of argumentation in schools towards the constitution of deliberative democracy
  • Symposium 10: Reconciling Construction and Critique in Argument Instruction
  • Symposium 11: The interactive circulation of affect in educational situations: multi-disciplinary perspectives
  • Symposium 12: Evidence-Based Reasoning for Decisions in the Classroom: Teachers-Trainees and Teacher Trainers
  • Symposium 13: Student Learning and Epistemic Progress in Dialogic Teaching II
  • Symposium 14: Argumentation-emotion & scripting: learning sciences and interactive narrative design
  • Welcome
  • Company
  • SIG 20
  • SIG 26
  • Audience
  • adaptive systems
  • adult education
  • agent-based learning
  • and argumentation in multicultural contexts
  • arguing to learn
  • argumentation and epistemological beliefes
  • argumentation and transfer
  • argumentation in and across domains
  • assessment techniques for inquiry learning
  • case study
  • collaborative learning
  • collective reasoning
  • computer science
  • computer-supported learning
  • design based research
  • dialogic education
  • dialogue
  • dialogue and resoning (crossover paper)
  • discovery-based learning
  • ethnographic research
  • evaluation
  • experimental study
  • fallacies and fake news
  • field study
  • game-based learning
  • higher education
  • historical reasoning
  • history
  • inquiry and argumentation
  • inquiry learning
  • inquiry learning / argumentation
  • inquiry learning in multiple domains
  • intelligent tutoring / assessment systems
  • knowledge building
  • large scale
  • learner characteristics and skill acquisition
  • learning to argue
  • learning with simulations
  • longitudinal study
  • mathematics
  • medical education
  • meta-analysis
  • metacognition and regulation
  • metacognition and regulation during inquiry learning
  • mobile learning
  • model-based learning
  • motivation in inquiry learning
  • multi-level design
  • online argumentation
  • performance assessment of inquiry
  • primary education
  • problem-based learning
  • productive failure
  • project-based learning
  • psychology
  • qualities of argumentation and learning
  • quasi-experimental study
  • reasoning
  • resource- and project-based learning
  • scaffolding
  • science
  • scripts and scaffolds of argumentation
  • secondary education
  • social sciences
  • STEM education
  • technologies and new forms of argumentation
  • technology enhanced learning
  • the role of the teacher in inquiry learning
  • visualizations