Baruch Schwarz

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	전체	2020년 이후
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Christa S. C. AsterhanHebrew University of Jerusalemmail.huji.ac.il의 이메일 확인됨
Tommy DreyfusProfessor Emeritus of Mathematics Education, Tel Aviv Universitytauex.tau.ac.il의 이메일 확인됨
Yair NeumanThe Department of Cognitive and Brain Sciences, Ben-Gurion Universitybgu.ac.il의 이메일 확인됨
Michael J. BakerDirecteur de Recherche au CNRS - Tenured CNRS Research Professortelecom-paris.fr의 이메일 확인됨
amnon glassnerkaye academic college of educationkaye.ac.il의 이메일 확인됨
Anne-Nelly Perret-ClermontUniversité de Neuchâtel (Switzerland)unine.ch의 이메일 확인됨
Benzi SlakmonSchool of Education, Tel-Aviv Universitytauex.tau.ac.il의 이메일 확인됨
Osama SwidanBen-Gurion University of the Negevbgu.ac.il의 이메일 확인됨
Tabach MichalSchool of Education, Tel Aviv Universitytauex.tau.ac.il의 이메일 확인됨
Tsafrir GoldbergSenior Lecturer University of Haifaedu.haifa.ac.il의 이메일 확인됨
Yaakov OphirAriel University and University of Cambridgeariel.ac.il의 이메일 확인됨
Lauren B. ResnickDistinguished University Professor, Learning Sciences and Education Policy; Psychology and Cognitive Science, University of Pittpitt.edu의 이메일 확인됨
Jerry Andriessenindependent senior researcherxs4all.nl의 이메일 확인됨
Alik PalatnikThe Hebrew University of Jerusalem, Israelmail.huji.ac.il의 이메일 확인됨
Bruce M. McLarenProfessor, Carnegie Mellon University, U.S.cs.cmu.edu의 이메일 확인됨
Manolis MavrikisProfessor in Artificial Intelligence and Analytics in Education, UCL Knowledge Labucl.ac.uk의 이메일 확인됨
Alyssa Friend WiseProfessor of Technology & Education at Vanderbilt | Director, LIVE Learning Innovation Incubatorvanderbilt.edu의 이메일 확인됨
Rupert WegerifProfessor of Education, University of Cambridgecam.ac.uk의 이메일 확인됨
Kobi GalBen-Gurion University, University of Edinburghbgu.ac.il의 이메일 확인됨
Nadav MarcoThe Hebrew University of Jerusalemmail.huji.ac.il의 이메일 확인됨

팔로우

Baruch Schwarz

the Hebrew University

mail.huji.ac.il의 이메일 확인됨

Educational Psychology Social Interactions and Learning


제목 서지정보순 정렬 연도순 정렬 제목순 정렬	인용 인용	연도
Abstraction in context: Epistemic actions R Hershkowitz, BB Schwarz, T Dreyfus Journal for Research in Mathematics Education 32 (2), 195-222, 2001	668	2001
Construction of collective and individual knowledge in argumentative activity BB Schwarz, Y Neuman, J Gil, M Ilya The journal of the learning sciences 12 (2), 219-256, 2003	459	2003
The effects of monological and dialogical argumentation on concept learning in evolutionary theory. CSC Asterhan, BB Schwarz Journal of educational psychology 99 (3), 626, 2007	452	2007
Argumentation for learning: Well-trodden paths and unexplored territories CSC Asterhan, BB Schwarz Educational Psychologist 51 (2), 164-187, 2016	423	2016
Argumentation and explanation in conceptual change: Indications from protocol analyses of peer‐to‐peer dialog CSC Asterhan, BB Schwarz Cognitive science 33 (3), 374-400, 2009	417	2009
Two wrongs may make a right... if they argue together! BB Schwarz, Y Neuman, S Biezuner Cognition and instruction 18 (4), 461-494, 2000	344	2000
Argumentation and learning BB Schwarz Argumentation and education: Theoretical foundations and practices, 91-126, 2009	306	2009
Dialogue, argumentation and education: History, theory and practice BB Schwarz, MJ Baker Cambridge University Press, 2017	298	2017
The role of contradiction and uncertainty in promoting the need to prove in dynamic geometry environments N Hadas, R Hershkowitz, BB Schwarz Educational studies in Mathematics 44, 127-150, 2000	295	2000
Visions of CSCL: Eight provocations for the future of the field AF Wise, BB Schwarz International Journal of Computer-Supported Collaborative Learning 12, 423-467, 2017	254	2017
Prototypes: Brakes or levers in learning the function concept? The role of computer tools BB Schwarz, R Hershkowitz Journal for research in mathematics education, 362-389, 1999	241	1999
What stands and develops between creative and critical thinking? Argumentation? A Glassner, BB Schwarz Thinking Skills and Creativity 2 (1), 10-18, 2007	162	2007
Abstraction in context: the case of peer interaction. T Dreyfus, R Hershkowitz, B Schwarz Cognitive Science Quarterly, 2001	160	2001
The emergent perspective in rich learning environments: Some roles of tools and activities in the construction of sociomathematical norms R Hershkowitz, B Schwarz Educational Studies in Mathematics 39 (1), 149-166, 1999	151	1999
The role of task design and argumentation in cognitive development during peer interaction: The case of proportional reasoning BB Schwarz, L Linchevski Learning and Instruction 17 (5), 510-531, 2007	147	2007
Online moderation of synchronous e-argumentation CSC Asterhan, BB Schwarz International Journal of Computer-Supported Collaborative Learning 5, 259-282, 2010	143	2010
Mathematics curriculum development for computerized environments: A designer-researcher-teacher-learner activity R Hershkowitz, T Dreyfus, D Ben-Zvi, A Friedlander, N Hadas, T Resnick, ... Handbook of international research in mathematics education, 657-694, 2002	136	2002
Argumentative design JEB Andriessen, BB Schwarz Argumentation and education: Theoretical foundations and practices, 145-174, 2009	134	2009
E-moderation of synchronous discussions in educational settings: A nascent practice BB Schwarz, CS Asterhan Journal of the Learning sciences 20 (3), 395-442, 2011	131	2011
New actions upon old objects: A new ontological perspective on functions B Schwarz, T Dreyfus Educational studies in mathematics 29 (3), 259-291, 1995	129	1995

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