Sandra Gilabert MedinaUniversitat Rovira i Virgili | URV · Department of Pedagogy
Sandra Gilabert Medina
About
26
Publications
9,428
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
788
Citations
Introduction
Additional affiliations
September 2010 - present
Publications
Publications (26)
Recent approaches to initial teacher education programmes consider non-academic qualities when selecting prospective teachers. The motivation to become a teacher is crucial in the admission to, progression in, and graduation from initial teacher education programmes. Previous research has highlighted the association between motivational factors and...
In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogic argumentation) needed to understand others in our ev...
Las competencias para el liderazgo escolar en la formación inicial de los maestros son necesarias porque la acción docente en las aulas se tiene que aliar con el liderazgo y la organización óptima del centro educativo y ello comporta competencias para la coordinación y la colaboración con el entorno. Este artículo se centra en la visión sobre dicha...
Aquest treball parteix de la teoria sociocultural de Vygotsky, en què la interacció és clau en el desenvolupament de l’infant. Pretenem analitzar de quina manera infants de tres a quatre anys construeixen el coneixement psicomotor de manera conjunta a partir de l’estudi de la interacció dins del joc sensoriomotor. L’anàlisi de les seqüències d’inte...
There is growing interest in using argumentative discourse in educational settings. However, in a previous study, we found that discourse goals (persuasion vs. consensus) while arguing can affect student outcomes in both content learning and reasoning.
In this study, we look at argumentative discourse data from a previous study to ask how differenc...
Studies that consider the displays that students create to organize data are not common in the literature. This article compares fifth through eighth graders’ difficulties with the creation of bar graphs using either raw data (Study 1, n = 155) or a provided table (Study 2, n = 152). Data in Study 1 showed statistical differences for the type of da...
The need to enhance argument skills through education has become increasingly evident during the past 20 years. This need has resulted in an ongoing discussion that focuses on students' and teachers' argumentation and its support. However, apart from the extended competence-based discourse, no clear and homogeneous definition exists for argumentati...
In argumentative discourse, there are two kinds of activity–dispute and deliberation–that depend on the argumentative task goal. In dispute the goal is to defend a conclusion by undermining alternatives, whereas in deliberation the goal is to arrive at a conclusion by contrasting alternatives. In this study, we examine the impact of these tasks goa...
The reasoning belief of argumentum ad nauseam assumes that when someone repeats something often enough, he or she becomes more convincing. The present paper analyses the use of this strategy by seventh-grade students in an argumentation task. Sixty-five students (mean age: 12.2, SD = 0.4) from a public school in a mid-sized urban environment took p...
El desarrollo de estrategias cognitivas durante la infancia no es un proceso lineal en el que éstas emergen de manera progresiva sin vaivenes ni retrocesos, sino que de acuerdo con numerosos estudios empíricos (Kuhn, 1995, 2002; Siegler, 1996, 2002) el proceso mediante el cual las estrategias cognitivas emergen y se van consolidando es muy irregula...
Previous research on graph comprehension suggests the existence of various levels of understanding. Some authors have proposed that to describe the different levels, it is necessary to distinguish between reading the data, reading between the data and reading beyond the data. Each level would imply greater difficulty for those learning to interpret...
Researchers in science education have converged on the view
that argumentation can be an effective intervention for promoting knowledge construction in science classrooms.
However, the impact of such interventions may be mediated by individuals’ task goals while arguing. In argumentative discourse, one can distinguish two overlapping but distinct k...
Resumen En los últimos años nuestras aulas de ciencias han incorporado la argumentación como una herramienta para promover la construcción de conocimiento. Un aspecto generalmente olvidado en dichas intervenciones, así como en las investigaciones de las cuales derivan, es el análisis del impacto que el objetivo de la argumentación tiene en la activ...
Gilabert, Sandra, Arroyo, Ernesto, Hernández-Leo, Davinia, & Kärger, Philipp. The PDP Planning Tool. The TENCompetence WP7 Integrated Planning Tool. Software documentation. June 2008.