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dc.contributor.author
Goldin, Andrea Paula
dc.contributor.author
Pedroncini, Olivia
dc.contributor.author
Sigman, Mariano
dc.date.available
2019-03-29T19:12:23Z
dc.date.issued
2017-03
dc.identifier.citation
Goldin, Andrea Paula; Pedroncini, Olivia; Sigman, Mariano; Producing or reproducing reasoning? Socratic dialog is very effective, but only for a few; Public Library of Science; Plos One; 12; 3; 3-2017; 1-12; e0173584
dc.identifier.issn
1932-6203
dc.identifier.uri
http://hdl.handle.net/11336/72865
dc.description.abstract
Successful communication between a teacher and a student is at the core of pedagogy. A well known example of a pedagogical dialog is 'Meno', a socratic lesson of geometry in which a student learns (or 'discovers') how to double the area of a given square 'in essence, a demonstration of Pythagoras' theorem. In previous studies we found that after engaging in the dialog participants can be divided in two kinds: Those who can only apply a rule to solve the problem presented in the dialog and those who can go beyond and generalize that knowledge to solve any square problems. Here we study the effectiveness of this socratic dialog in an experimental and a control high-school classrooms, and we explore the boundaries of what is learnt by testing subjects with a set of 9 problems of varying degrees of difficulty. We found that half of the adolescents did not learn anything from the dialog. The other half not only learned to solve the problem, but could abstract something more: The geometric notion that the diagonal can be used to solve diverse area problems. Conceptual knowledge is critical for achievement in geometry, and it is not clear whether geometric concepts emerge spontaneously on the basis of universal experience with space, or reflect intrinsic properties of the human mind. We show that, for half of the learners, an exampled-based Socratic dialog in lecture form can give rise to formal geometric knowledge that can be applied to new, different problems.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Public Library of Science
dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
Socratic Dialog
dc.title
Producing or reproducing reasoning? Socratic dialog is very effective, but only for a few
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2019-03-29T12:05:14Z
dc.journal.volume
12
dc.journal.number
3
dc.journal.pagination
1-12; e0173584
dc.journal.pais
Estados Unidos
dc.journal.ciudad
San Francisco
dc.description.fil
Fil: Goldin, Andrea Paula. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.description.fil
Fil: Pedroncini, Olivia. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.description.fil
Fil: Sigman, Mariano. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.journal.title
Plos One
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1371/journal.pone.0173584
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0173584
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