Murder in Sophistopolis: Paradox and Probability in the<i>First Tetralogy</i>

Hoffman, David C.

doi:10.1080/00028533.2008.11821692

Cited by 4 publications

(2 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study's instruction was designed online in the consideration that educational technologies supported, argumentation-based instructional applications. The studies showed that argumentation-based instructional applications have been increasing in Finland (Kiili, 2013), Norway (Ludvingsen, 2012), Australia (Butchart, Forster, Gold, Bigelow, Korb, Oppy & Serrenti, 2009;Davies, 2009), United States of America (Hoffman, 2008) and United Kingdom (Okada, 2008) in recent years and such applications had positive impacts on the development of students' cognitive, affective and psychomotor skills. Teachers are needed to be informed of how to evaluate mathematical arguments, to determine the accuracy of mathematical propositions and to prove the accuracy of mathematical arguments which they think of as accurate.…”

Section: Discussionmentioning

confidence: 99%

Argümantasyon Tabanli Öğrenme: Öğretmen Adaylarinin Matemati̇k Sorulari Eşli̇ği̇nde Online Etki̇leşi̇mleri̇

Gökçe

Yenmez

Çelik

2020

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Argumentation is a process in which whether arguments are associated with data is constructed with warrants that they are based on. In this process, mathematical arguments are of vital importance especially in problem solving. Producing valid arguments or proofs and criticizing the arguments are inseparable parts of doing math. Therefore, if there is nothing done to develop reasoning skills, mathematics will become just following a sequence of operations and copying the examples without thinking about their meanings. It is necessary to direct argumentation-based learning environments well because students may find it hard to understand given arguments or have certain challenges due to misunderstandings and misunderstood arguments when sharing their ideas with other students or during the stage of invalidating the ideas. This is why good direction of the argumentation process depends on living and experiencing the process itself. This study is an application of teacher education developed in the light of the idea that prospective teachers need to experience their own processes of argumentation so that they could handle the argumentation-based learning approach in their future classrooms. Traces of pedagogical content knowledge exhibited by the prospective teachers in the online argumentation activities which were designed through possible student questions were examined, and the strengths and weaknesses of the learning environment were investigated in the study. Consequently, online argumentation method was found to have positive impacts on the improvement of prospective teacher’s pedagogical content knowledge and their own learning. It is anticipated that these presented preservice education components will shape future studies to be carried out in the field of teacher education.

show abstract

Section: Discussionmentioning

confidence: 99%

Argümantasyon Tabanli Öğrenme: Öğretmen Adaylarinin Matemati̇k Sorulari Eşli̇ği̇nde Online Etki̇leşi̇mleri̇

Gökçe

Yenmez

Çelik

2020

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

show abstract

“…Teknoloji ile zenginleştirilmiş öğrenme ortamlarının tüm Dünya'da sık ve yaygın bir şekilde kullanıldığı günümüzde öğretim yöntemlerinin zaman ve mekândan bağımsız hale getirilmesi, bilgi ve teknoloji üretiminde başat role sahip olabilmede önem kazanmaktadır. Finlandiya (Kiili, 2012), Norveç (Ludvingsen, 2012), Avustralya (Butchart vd., 2009;Davies, 2009); Amerika (Hoffman, 2008) ve İngiltere'de (Okada, 2008) eğitim teknolojileri destekli argümantasyona dayalı öğretim uygulamaları son yıllarda giderek artmakta ve öğrencilerin bilişsel, duyuşsal ve devinişsel becerilerinin gelişimleri üzerine olumlu etkileri raporlanmaktadır. Yurtdışında eğitim teknolojileri destekli argümantasyona dayalı fen öğrenme konusunda yapılan çalışmalar giderek yaygınlaşmasına rağmen, ülkemizde bilgisayar ya da eğitim teknolojileri destekli argümantasyona dayalı eğitim uygulamalarının ise henüz başladığı izlenmektedir.…”

Section: Fen Bilimleri öğRetimi Ve Argümantasyonunclassified

The Evaluation of “Technological Pedagogical Content Knowledge based Argumentation Practices” Training for Science Teachers

Çoban

Akpınar

Baran

et al. 2016

View full text Add to dashboard Cite

Argument and Evidence Evaluation: A Call for Scholars to Engage Contemporary Public Debates

Bruschke

2012

Argumentation and Advocacy

View full text Add to dashboard Cite

Murder in Sophistopolis: Paradox and Probability in theFirst Tetralogy

Cited by 4 publications

References 26 publications

Argümantasyon Tabanli Öğrenme: Öğretmen Adaylarinin Matemati̇k Sorulari Eşli̇ği̇nde Online Etki̇leşi̇mleri̇

Argümantasyon Tabanli Öğrenme: Öğretmen Adaylarinin Matemati̇k Sorulari Eşli̇ği̇nde Online Etki̇leşi̇mleri̇

The Evaluation of “Technological Pedagogical Content Knowledge based Argumentation Practices” Training for Science Teachers

Argument and Evidence Evaluation: A Call for Scholars to Engage Contemporary Public Debates

Contact Info

Product

Resources

About