¿Qué podemos aprender hoy de experimentar con el diálogo socrático intentando duplicar el área de un cuadrado?

Referencias

Battro, A. (2010) The Teaching Brain. Mind, Brain, and Education 4(1), 28–33. Chen, Z., & Klahr, D. (1999). All other things being equal: Acquisition and transfer of the control of variables strategy. ChildDevelopment, 70(5), 1098–1120. Dehaene, S., Izard, V., Spelke, E., & Pica, P. (2008). Log or linear? Distinct intuitions of the number scale in Western and Amazonian indigene cultures. Science, 320(5880), 1217–1220. Dijksterhuis, A., Bos, M. W., Nordgren, L. F., & van Baaren, R. B.(2006). On making the right choice: The deliberation-without-attention effect. Science, 311(5763), 1005–1007. Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307–314. Gentner, D. (1983). Structure-mapping: A theoretical framework for analogy. Cognitive Science, 7, 155–170. Gigerenzer, G., & Reinhard S. (Eds.). (2002). Bounded rationality: The adaptive toolbox. Cambridge, MA: MIT Press. Goldin, A., Pezzatti, L., Battro, A. & Sigman, S. (2011) From Ancient Greece to Modern Education: Universality and Lack of Generalization of the Socratic Dialogue. Mind, Brain, and Education 5(4), 180–185. Holper, L., Goldin, A., Shalom, D., Battro, A., Pezzatti,L. Calero,C. & Sigman, M. (in press) The cognitive neuroscience of the teacher-student interaction. Mind, Brain and Education. Plato. (2008) Apología de Sócrates. Menón. Crátilo. Madrid: Alianza Editorial. Kahneman, D., & Tversky, A. (1973). On the psychology of prediction. Psychological Review, 80(4), 237–251. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. Klahr, D. (2009). To every thing there is a season, and a time to every purpose under the heavens. What about direct instruction? In T. M. D. E. Sigmund Tobias (Ed.), Constructivist instruction: success or failure? (pp. 291–310). New York: Taylor & Francis. Kuhn, D. D. Jr. (2005). Is developing scientific thinking all about learning to control variables? PsychologicalScience, 16(11), 866–870. Lemer, C., Dehaene, S., Spelke, E., & Cohen, L. (2003). Approximate quantities and exact number words: dissociable systems. Neuropsychologia, 41(14), 1942– 1958. Marton, F. B. S. (1997). Learning and awareness. Mahwah, NJ: Erlbaum. Plato. (2008). Apología de Sócrates. Menón. Crtilo. Madrid: Alianza Editorial. Strauss, S. (2005). Teaching as natural cognitive ability: Implications for classroom practice and teacher education. In B. P. David & S. H. White (Eds.), Developmental psychology and social change: Research, history and policy (pp. 368–388). New York: Cambridge University Press. Tikva, J. B. (2010). Socratic teaching is not teaching, but direct transmission is: Notes from 13 to 15-year olds’ conceptions of teaching. Teaching and Teacher Education, 26, 656–664.