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Lamas-Breux, Stéphanie
Résultat de la recherche
Une culture scolaire du juste/faux et le cas particulier du "je sais pas" en classe enfantine (1-2 HarmoS)
2016-6, Lamas-Breux, Stéphanie
Quel espace pour l’agentivité à l’école? Entre jeux sociaux et jeux cognitifs, que se passe-t-il à l’école, au sein d’une classe?
2015-5-5, Lamas-Breux, Stéphanie
Objects' influence on knowledge-oriented argumentation in children: An exploratory study
2014-11-6, Mehmeti, Teuta, Miserez-Caperos, Céline, Lamas-Breux, Stéphanie
Children’s cognitive argumentations: the construction of argumentative sub-discussions
2013-9-4, Miserez-Caperos, Céline, Lamas-Breux, Stéphanie, Perret-Clermont, Anne-Nelly
Review of M. Kontopodis, C. Wulf & B. Fichtner (Eds.) (2011). Children, Development and Education. Cultural, Historical, Anthropological Perspectives. Dordrecht: Springer
2015-9-1, Lamas-Breux, Stéphanie
Knowledge-oriented argumentation in children
2015, Perret-Clermont, Anne-Nelly, Arcidiacono, Francesco, Lamas-Breux, Stéphanie, Greco, Sara, Miserez-Caperos, Céline
This paper analyzes children’s argumentative discussions centered on the resolution of cognitive tasks, starting from the hypothesis that children’s interventions are more complex and complete than usually described in psychological research on argumentation skills. Our results can be viewed as a possibility to reconsider the usual school situations in which children’s argumentative skills are assessed in order to better understand the social, relational and emotional conditions that support argumentation in children.
Dialogical self theory to study gender in learning situations
2014-8-19, Lamas-Breux, Stéphanie
“I am a student and I have a task to solve”. A dialogical approach to misunderstandings in classroom situations
2015-6-30, Lamas-Breux, Stéphanie
The role of accessories in the "staging" of Piagetian interviews
2014-11-26, Lamas-Breux, Stéphanie, Mehmeti, Teuta, Iannaccone, Antonio, Perret-Clermont, Anne-Nelly
Children and knowledge-oriented argumentation. Some notes for future research
2014, Perret-Clermont, Anne-Nelly, Lamas-Breux, Stéphanie, Greco, Sara, Miserez-Caperos, Céline
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