2011
DOI: 10.1080/03043797.2011.640661
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A place for arguing in engineering education: a study on students’ assessments

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Cited by 10 publications
(3 citation statements)
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“…He argues that 'the teacher's action will have to be asserted as a qualified interlocution action ' (93), that should materialise in four fundamental didactic axes: (i) the situations of direct support of students learning; (ii) the situations of support of students independent study; (iii) the organisation of learning situations and activities; and (iv) the situations that support and motivate the students' reflection. Leite et al (2011) also mention the importance of teachers in the development of argumentation skills in higher education.…”
Section: Introductionmentioning
confidence: 99%
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“…He argues that 'the teacher's action will have to be asserted as a qualified interlocution action ' (93), that should materialise in four fundamental didactic axes: (i) the situations of direct support of students learning; (ii) the situations of support of students independent study; (iii) the organisation of learning situations and activities; and (iv) the situations that support and motivate the students' reflection. Leite et al (2011) also mention the importance of teachers in the development of argumentation skills in higher education.…”
Section: Introductionmentioning
confidence: 99%
“…He argues that 'the teacher's action will have to be asserted as a qualified interlocution action ' (93), that should materialise in four fundamental didactic axes: (i) the situations of direct support of students learning; (ii) the situations of support of students independent study; (iii) the organisation of learning situations and activities; and (iv) the situations that support and motivate the students' reflection. Leite et al (2011) also mention the importance of teachers in the development of argumentation skills in higher education.This change of paradigm faces some difficulties, in particular because of education massification and new audiences' access to higher education requiring certain specificities, due to the heterogeneity of socio-economic and socio-cultural origins and the personal and academic pathways of students. Also, teachers' and students' conceptions about teaching and learning are hard to change (Leite and Ramos 2007).…”
mentioning
confidence: 99%
“…This approach essentials have to put more emphasis on future physics teacher training: on didactic principles and educational findings, pedagogical strategies, teacher's self-concept, student's motivation, etc. All these components European Journal of Engineering Education 3 should be interconnected and their integration should lead to a better education of future physics teachers (Nachtigall 1990;Shekar 2007;Leite et al 2011).…”
Section: Innovative Methods In Physics Educationmentioning
confidence: 99%