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Publications

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Chapitres de livres
Melfi, G., Arcidiacono, F., Miserez-Caperos, C., Bergamaschi, A., & Blaya, C. (2020). Le rôle des enseignant.e.s dans la perception de la diversité culturelle par les élèves. In Intéragir dans la diversité à l'école. (pp. 61-86). Bienne: HEP BEJUNE.
   
Miserez-Caperos, C., Padiglia, S., & Boéchat-Heer, S. (2017). Les perceptions des enseignants sur la formation et l’utilisation d’une plateforme interactive sur Internet. In Synergies entre recherche, formation et enseignement. (pp. 35-44). Bienne: HEP-BEJUNE.
   
Perret-Clermont, A. N., Arcidiacono, F., Lamas-Breux, S., Greco, S., & Miserez-Caperos, C. (2015). Knowledge-oriented argumentation in children. In Scrutinizing Argumentation in Practice. (pp. 135-149). Amsterdam: Benjamins.
   
Greco, S., Miserez-Caperos, C., & Perret-Clermont, A. N. (2015). L'argumentation à visée cognitive chez les enfants. Une étude exploratoire sur les dynamiques argumentatives et psychosociales. In L'argumentation dans les contextes de l'éducation. (pp. 39-82). Berne: Peter Lang.
   
Perret-Clermont, A. N., Lamas-Breux, S., Greco, S., & Miserez-Caperos, C. (2014). Children and knowledge-oriented argumentation. Some notes for future research. In G. Gobber, & A. Rocci (Eds.) Language, reason and education. Studies in honor of Eddo Rigotti. (pp. 259-277). Bern: Peter Lang.
   
Sinclaire-Harding, L., Miserez-Caperos, C., Arcidiacono, F., & Perret-Clermont, A. N. (2013). Argumentation in the Piagetian clinical interview: a step further in dialogism. In B. Ligorio, & M. César (Eds.) The interplays between dialogical learning and dialogical self. (pp. 53-82). Charlotte: Information Age Publisher.
   
Articles de périodiques
Miserez-Caperos, C. (2013). Review of Ana Patricia Macedo’s thesis: the development of children’s argument skills. Journal of Argumentation in Context, 2(2), 267-268.
   
Lamas-Breux, S., Miserez-Caperos, C., & Perret-Clermont, A. N. (2013). Les jeunes enfants en interaction autour d'une activité cognitive: quand le genre s'en mêle. Cahiers de psychologie et éducation (Université de Neuchâtel), 49, 13-22.
   
Miserez-Caperos, C. (2009). Reprise de formation universitaire : enjeux du développement adulte. Dossier de Psychologie et Education, 67, 3-92.
   
Thèses
Miserez-Caperos, C. (2017). Etude de l'argumentation à visée cognitive dans des interactions entre adulte et enfants: un regard psychosocial sur le modèle pragma-dialectique, Doctorat, Université de Neuchâtel, Neuchâtel.
   
Présentations
Miserez-Caperos, C. (2015). Adult-children interactions in quasi-experimental situations: When misunderstandings emerge in the discussion. Presented at Communication au symposium organise par Stéphanie Breux, Céline Misere-Caperos et Teuta Mehmeti “Discrepancies between adult’s expectations and children’s reasoning: Teachers, students, and psychologists dealing with a “same” task” at the Congrès de la Société Suisse pour la Recherche en Education (SSRE), St-Gall.
   
Mehmeti, T., Miserez-Caperos, C., & Lamas-Breux, S. (2014). Objects' influence on knowledge-oriented argumentation in children: An exploratory study. Presented at International Workshop "Expansion of experience: symbolic and material dimensions", Neuchâtel, Switzerland.
   
Lamas-Breux, S., Miserez-Caperos, C., & Perret-Clermont, A. N. (2013). The dynamics of children’s thinking: heteronomy and autonomy at the same time. An example from a Piagetian interview. Presented at 43rd Annual Meeting of the Jean Piaget Society “Social Development: Current Trends & Perspectives”, Chicago, United States of America.
   
Miserez-Caperos, C., Lamas-Breux, S., & Perret-Clermont, A. N. (2013). Children’s cognitive argumentations: the construction of argumentative sub-discussions. Presented at 16th European Conference on Developmental Psychology, Lausanne, Switzerland.
   
Lamas-Breux, S., Miserez-Caperos, C., & Perret-Clermont, A. N. (2012). Can I make my point?. Presented at A.-N. Perret-Clermont (Chair), Acting and thinking spaces. Symposium conducted at the Patchwork. Learning diversities, organized by the Special Interest Groups SIG 10 and 21 of the European Association for Research on Learning and Instruction (EARLI), Belgrade, Serbia.
   
Miserez-Caperos, C., Lamas-Breux, S., Zapiti, A., Psaltis, C., & Perret-Clermont, A. N. (2012). Les jeunes enfants en interaction: la représentation sociale du genre comme facteur d’asymétrie. Presented at Congrès Annuel de la Société Suisse pour la Recherche en Education 2012 « Inégalités et justice dans l’éducation – défis scientifiques et sociaux », Bern, Switzerland.
   
Miserez-Caperos, C., & Lamas-Breux, S. (2011). Le développement de l’argumentation chez les enfants. Presented at Colloque commun de recherche en éducation, Institut de recherche et documentation pédagogique, Haute école pédagogique BEJUNE et Institut de psychologie et éducation de l’Université de Neuchâtel, Neuchâtel, Switzerland.
   
Miserez-Caperos, C. (2011). Argumentative analysis of children-adult interactions. Presented at Argupolis I PhD Final conference, Università della Svizzera Italiana, Lugano (Switzerland).
   
Miserez-Caperos, C. (2011). Argumentative discussion in the Piagetian interview: the importance of the adult’s role. Presented at International Society for Cultural and Activity Research (ISCAR), Rome.
   
Miserez-Caperos, C. (2011). On the difficulty of being an arguer in a debate. Presented at Socializing Intelligence through Academic Talk and Dialogue, Research Conference of the American Educational Research Association, University of Pittsburgh.
   
Perret-Clermont, A. N., Miserez-Caperos, C., & Lamas-Breux, S. (2011). Why should I argue?. Presented at Congress of the International Society for Cultural and Activity Research, Rome, Italy.
   
Miserez-Caperos, C., & Lamas-Breux, S. (2010). Do children argue in the task of the conservation of liquid?. Presented at Doctoral School Argupolis "Standard and extended Pragma-dialectics in relation to other approaches to argumentation", Università della Svizzera Italiana, Lugano, Switzerland.
   
Miserez-Caperos, C. (2010). Can we identify argumentation structures and schemes in children’s discussions?. Presented at XI Amsterdam-Lugano Colloquium on Argumentation Theory,, Università della Svizzera Italiana, Lugano (Switzerland).
   
Sinclaire-Harding, L., Perret-Clermont, A. N., & Miserez-Caperos, C. (2010). Conversation within specific learning cultures: rethinking Piaget’s argumentation. Presented at Biennal Meeting of European Association for Learning and Instructions (EARLI SIG 10 and 21) « Moving through cultures of learning », Utrecht, Netherlands.
   
Miserez-Caperos, C., Perret-Clermont, A. N., & Sinclaire-Harding, L. (2010). A Dialogical View of Argumentation: The Piagetian Interview as Collaborative Thinking. Presented at 6th International Conference on the Dialogical Self "Contexts and Interactive Interplays to Develop the Self, Athènes.
   
Miserez-Caperos, C., Perret-Clermont, A. N., & Sinclaire-Harding, L. (2010). Are there dialogical aspects in the Piagetian interview?. Presented at 6th International Conference on The Dialogical Self, Athènes.
   
Rapports
Melfi, G., Miserez-Caperos, C., & González-Martínez, E. (2020). Étude sociodémographique sur la profession enseignante dans l’espace BEJUNE 2019. Bienne: HEP BEJUNE.
   
 
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*Format bibliographique : APA5