Baruch B Schwarz
Dados Biográficos
| ID | 598726 |
|---|---|
| NOME | Baruch B Schwarz |
| PRENOMES | Baruch B |
| SOBRENOME | Schwarz |
| ASSINATURA | SCHWARZ B B |
| AFILIAÇÕES | Hebrew University of Jerusalem |
| ORCID | 0000-0003-4800-8637 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAÇÕES | 14 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1998 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
The Effectiveness of Computer-Supported Collaborative Dialogue in Schools
Effectiveness has received bad press in Dialogic Education as it generally points to improvements in a stable educational context, while dialogic pedagogies aim at educational change. The present paper examines effectiveness in senses that are compatible with both the educational system and the aims of Dialogic Education. Institutional and organizational constraints limit the implementation of practices such as peer-led computer-supported collabo…
Seeds for democracy
An analytical framework for observing ethical learning in schoolchildren during social interaction has been recently developed. It comprises two tools for appraising ethical thinking and behaviour: dialogue on ethics (DoE) and ethics of dialogue (EoD). Studying the effectiveness of a project aimed at promoting ethical learning of socially-oriented values—empathy, inclusion, and tolerance—within the context of dialogic education, has appeared as p…
Actor-network theory as a new direction in research on educational dialogues
We compare the scheme for educational dialogue analysis (SEDA) to the actor-network theory (ANT) for the analysis of educational dialogues. We show that ANT unearths the socio-material structure of classroom talk as networks in which human and non-human actors (texts, diagrams, instructions, etc.) exert power on each other. The application of ANT to classroom talk led us to identify (non-)dialogic networks when human actors are not subordinated (…
The effectiveness of a principle‐based professional development programme in promoting teachers' high‐level talk in primary mathematics classrooms
INTRODUCTION: We investigate whether a principle-based professional development programme can effectively promote teachers' talk in primary mathematics classrooms. The programme aimed to implement accountable talk (AT), integrating three design principles: (a) incorporating authentic classroom episodes, alongside individual and collective reflection; (b) long-term duration; and (c) video-based discussions. METHODS: We analysed the classroom talk …
Reconceptualizing Out‐of‐Field Teachers' Professional Development and Classroom Implementation
Reform‐oriented instruction is advocated in secondary science, encouraging students to engage with the experimental and epistemic practices of science. It is challenging for teachers though, especially for out‐of‐field teachers. This study focuses on biology and chemistry teachers who are called to teach middle‐school physics. These teachers face not only a knowledge gap, but also an epistemic gap arising from the distinct epistemic practices tha…
Beyond disciplinary engagement
The importance of engaging students with complex societal challenges has led to the adoption of various interdisciplinary teaching and learning practices in both K-12 and higher education. However, interdisciplinary learning is one of the most complex domains of contemporary educational practice, and, despite its significance, remains significantly undertheorized and under-researched. This Special Issue highlights empirical research efforts towar…
Opportunities and hindrances for promoting interdisciplinary learning in schools
Background: Influential philosophers have suggested that interdisciplinarity is crucial for ecosystem management and scientific practice, and for education to democracy.However, a historical review of the rise of disciplines points at their compartmentalization in schools.An analysis of core construct categories of three disciplines, shows that this compartmentalization may decrease when dialogic argumentation is enacted.This background led us to…
Dialogue on ethics and ethics of dialogue
We report on a study bearing implications for ethical learning in schoolchildren during social interaction. The study was conducted as part of a project aimed at promoting ethical learning of socially-oriented values within the context of dialogic education. 172 fourth graders from 7 classes participated in an 8-session series designed to foster empathy, inclusion, and tolerance. Two of these sessions (3 and 8) were pre-selected for analysis. We …
Understanding emotions in educational dialogues on civic and social issues
Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers
Out‐of‐field teaching is a global educational challenge. In particular, many teachers whose academic background and main teaching experience is in biology are called to teach middle school physics and have limited opportunities for productive professional development. Based on previous studies, we expect these teachers to hold different epistemic cognitions from the in‐field teachers. The present study builds on this epistemic diversity and offer…
Understanding the moral of the story
Design practices and principles for promoting dialogic argumentation via interdisciplinarity
Collaborative learning in mathematics classrooms
Learning practices and development in yeshivas
Quality of dialogue and emotion regulation in contentious discussions in higher education
Argumentation et rationalité dans l’étude de textes talmudiques
Cette étude offre une analyse systématique des pratiques discursives de deux Juifs ultraorthodoxes qui étudient des textes talmudiques dans une Yeshiva – un centre d’étude traditionnel – dans un contexte dyadique appelé la chavruta. Des analyses du texte talmudique ont déjà mis en lumière le caractère hautement dialectique et la rationalité dialogique qui caractérisent les discussions entre Sages du Talmud. Nous explorons ici la nature de l’argum…
Split up, but stay together
Diving into Yeshiva's talk practices
Combining the dialogic and the dialectic
Argumentation for Learning
There is increasing consensus among psycho-educational scholars about argumentation as a means to improve student knowledge and understanding of subject matter. In this article, we argue that, notwithstanding a strong theoretical rationale, causal evidence is not abundant, definitions of the objects of study (argumentation, learning) are often not well defined, and the variance in research methods is large. We argue that we systematically review …
‘Co-alienation’ mediated by common representations in synchronous e-discussions
Small-group, computer-mediated argumentation in middle-school classrooms
Background. Research has shown the importance of careful teacher support during collaborative group work to promote productive discourse between students (Webb, 2009). However, this research has traditionally focused on face-to-face communication. The role of online teacher guidance of small-group computer-mediated discussions has received little attention, especially in secondary school classroom settings. Researchers of computer-supported colla…
Emergent learning in successive activities Learning in interaction in a laboratory context
The present study focuses on the observation of learning processes as they emerge in the context of conversations among two students in three successive tasks designed to foster conceptual change in proportional reasoning. The three tasks were set according to a pre-test treatment post-test paradigm. In the pre-test and the post-test tasks, the two students solved individually several items in the presence of an experimenter. In the treatment tas…
Here started the rift we see today”
The story about the collective past, which is embedded in the students’ minds, may serve a significant role in learning history. The fit between students preconceived narratives and the official narrative in textbooks might considerably influence their ability to understand and use the official narrative as a cultural tool. 105 12th grade students wrote narratives about the Melting Pot policy in the absorption of the “Great Aliyah” (Mass immigrat…
Analyses of activity design in geometry in the light of student actions
Here started the rift we see today”
The story about the collective past, which is embedded in the students’ minds, may serve a significant role in learning history. The fit between students preconceived narratives and the official narrative in textbooks might considerably influence their ability to understand and use the official narrative as a cultural tool. 105 12th grade students wrote narratives about the Melting Pot policy in the absorption of the “Great Aliyah” (Mass immigrat…
Is self-explanation while solving problems helpful? The case of analogical problem-solving
Background. Explanations people give themselves (or what are called self-explanations) while learning have been shown to be positively associated with various learning measures. However, the effect of self-explanation on analogical problem-solving has not been investigated.Aim. The aim of this study is to investigate the relation between self-explanation and analogical problem-solving.Sample. Twenty-four university students from the social scienc…
Reconceptualizing Out‐of‐Field Teachers' Professional Development and Classroom Implementation
Reform‐oriented instruction is advocated in secondary science, encouraging students to engage with the experimental and epistemic practices of science. It is challenging for teachers though, especially for out‐of‐field teachers. This study focuses on biology and chemistry teachers who are called to teach middle‐school physics. These teachers face not only a knowledge gap, but also an epistemic gap arising from the distinct epistemic practices tha…
Small-group, computer-mediated argumentation in middle-school classrooms
Background. Research has shown the importance of careful teacher support during collaborative group work to promote productive discourse between students (Webb, 2009). However, this research has traditionally focused on face-to-face communication. The role of online teacher guidance of small-group computer-mediated discussions has received little attention, especially in secondary school classroom settings. Researchers of computer-supported colla…
Is self-explanation while solving problems helpful? The case of analogical problem-solving
Background. Explanations people give themselves (or what are called self-explanations) while learning have been shown to be positively associated with various learning measures. However, the effect of self-explanation on analogical problem-solving has not been investigated.Aim. The aim of this study is to investigate the relation between self-explanation and analogical problem-solving.Sample. Twenty-four university students from the social scienc…
Quelques réflexions à la suite des interactions
La littérature scientifique portant sur l’étude des relations entre interactions sociales et apprentissage est toujours plus riche et plus systématique. Les contributions publiées dans la partie Thema de ce numéro représentent des jalons importants dans cette entreprise. Elles montrent les effets généralement positifs des interactions (celles-ci se déroulent en général dans un cadre dyadique). Pour ceux qui adoptent une perspective vygotskienne d…
Production and Transformation of Computer Artifacts Toward Construction of Meaning in Mathematics
Artifacts both mediate our interaction with the world and are objects in the world that we reflect on. As computer-based artifacts are generally intermingled with multiple praxes, studying their use in praxis uncovers processes in which individuals, the community, and tools are involved. In this article, we examine a now common computer-based artifact in mathematics classrooms, the representative. This artifact is often in continual transformatio…
Analyses of activity design in geometry in the light of student actions
Here started the rift we see today”
The story about the collective past, which is embedded in the students’ minds, may serve a significant role in learning history. The fit between students preconceived narratives and the official narrative in textbooks might considerably influence their ability to understand and use the official narrative as a cultural tool. 105 12th grade students wrote narratives about the Melting Pot policy in the absorption of the “Great Aliyah” (Mass immigrat…
Emergent learning in successive activities Learning in interaction in a laboratory context
The present study focuses on the observation of learning processes as they emerge in the context of conversations among two students in three successive tasks designed to foster conceptual change in proportional reasoning. The three tasks were set according to a pre-test treatment post-test paradigm. In the pre-test and the post-test tasks, the two students solved individually several items in the presence of an experimenter. In the treatment tas…
‘Co-alienation’ mediated by common representations in synchronous e-discussions
Small-group, computer-mediated argumentation in middle-school classrooms
Background. Research has shown the importance of careful teacher support during collaborative group work to promote productive discourse between students (Webb, 2009). However, this research has traditionally focused on face-to-face communication. The role of online teacher guidance of small-group computer-mediated discussions has received little attention, especially in secondary school classroom settings. Researchers of computer-supported colla…
Argumentation for Learning
There is increasing consensus among psycho-educational scholars about argumentation as a means to improve student knowledge and understanding of subject matter. In this article, we argue that, notwithstanding a strong theoretical rationale, causal evidence is not abundant, definitions of the objects of study (argumentation, learning) are often not well defined, and the variance in research methods is large. We argue that we systematically review …
Combining the dialogic and the dialectic
Diving into Yeshiva's talk practices
Argumentation et rationalité dans l’étude de textes talmudiques
Cette étude offre une analyse systématique des pratiques discursives de deux Juifs ultraorthodoxes qui étudient des textes talmudiques dans une Yeshiva – un centre d’étude traditionnel – dans un contexte dyadique appelé la chavruta. Des analyses du texte talmudique ont déjà mis en lumière le caractère hautement dialectique et la rationalité dialogique qui caractérisent les discussions entre Sages du Talmud. Nous explorons ici la nature de l’argum…
Split up, but stay together
Collaborative learning in mathematics classrooms
Learning practices and development in yeshivas
Quality of dialogue and emotion regulation in contentious discussions in higher education
Design practices and principles for promoting dialogic argumentation via interdisciplinarity
Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers
Out‐of‐field teaching is a global educational challenge. In particular, many teachers whose academic background and main teaching experience is in biology are called to teach middle school physics and have limited opportunities for productive professional development. Based on previous studies, we expect these teachers to hold different epistemic cognitions from the in‐field teachers. The present study builds on this epistemic diversity and offer…
Understanding the moral of the story
Beyond disciplinary engagement
The importance of engaging students with complex societal challenges has led to the adoption of various interdisciplinary teaching and learning practices in both K-12 and higher education. However, interdisciplinary learning is one of the most complex domains of contemporary educational practice, and, despite its significance, remains significantly undertheorized and under-researched. This Special Issue highlights empirical research efforts towar…
Opportunities and hindrances for promoting interdisciplinary learning in schools
Background: Influential philosophers have suggested that interdisciplinarity is crucial for ecosystem management and scientific practice, and for education to democracy.However, a historical review of the rise of disciplines points at their compartmentalization in schools.An analysis of core construct categories of three disciplines, shows that this compartmentalization may decrease when dialogic argumentation is enacted.This background led us to…
Dialogue on ethics and ethics of dialogue
We report on a study bearing implications for ethical learning in schoolchildren during social interaction. The study was conducted as part of a project aimed at promoting ethical learning of socially-oriented values within the context of dialogic education. 172 fourth graders from 7 classes participated in an 8-session series designed to foster empathy, inclusion, and tolerance. Two of these sessions (3 and 8) were pre-selected for analysis. We …
Understanding emotions in educational dialogues on civic and social issues
Seeds for democracy
An analytical framework for observing ethical learning in schoolchildren during social interaction has been recently developed. It comprises two tools for appraising ethical thinking and behaviour: dialogue on ethics (DoE) and ethics of dialogue (EoD). Studying the effectiveness of a project aimed at promoting ethical learning of socially-oriented values—empathy, inclusion, and tolerance—within the context of dialogic education, has appeared as p…
Actor-network theory as a new direction in research on educational dialogues
We compare the scheme for educational dialogue analysis (SEDA) to the actor-network theory (ANT) for the analysis of educational dialogues. We show that ANT unearths the socio-material structure of classroom talk as networks in which human and non-human actors (texts, diagrams, instructions, etc.) exert power on each other. The application of ANT to classroom talk led us to identify (non-)dialogic networks when human actors are not subordinated (…
Psychology (21 obras) · Innovative Teaching and Learning Methods (15 obras) · Epistemology (13 obras) · Pedagogy (13 obras) · Sociology (12 obras) · Computer Science (11 obras) · Mathematics education (11 obras) · Argumentation theory (7 obras) · Social Psychology (7 obras) · Dialogic (6 obras)