Gordon Wells (University of Toronto)

Dialogic Inquiry

Towards a Socio-Cultural Practice and Theory of Education
Herausgeber: Pea, Roy

• Broschiertes Buch

Produktbeschreibung

Vygotsky's unique vision of education, from a social constructivist point of view is presented here, with illustrative examples from classroom studies between teacher and child. This unique volume will be of tremendous benefit to the field of education, as well as sociolinguistics, psychology and researchers.

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Produktdetails

• Learning in Doing: Social, Cognitive and Computational Perspectives
• Verlag: Cambridge University Press
• Seitenzahl: 392
• Erscheinungstermin: 15. Juni 2006
• Englisch
• Abmessung: 229mm x 152mm x 24mm
• Gewicht: 612g
• ISBN-13: 9780521637251
• ISBN-10: 0521637252
• Artikelnr.: 22006200

Inhaltsangabe

Conventions of transcription
Introduction
Part I. Establishing the Theoretical Framework: 1. The complementary contributions of Halliday and Vygotsky to a 'language-based theory of learning'
2. In search of knowledge
3. Discourse and knowing in the classroom
Part II. Discourse, Learning, and Teaching: 4. Text, talk, and inquiry: schooling as semiotic apprenticeship
5. Putting a tool to different uses: a reevalution of the IRF sequence
6. From guessing to predicting: progressive discourse in the learning and teaching of science
7. Using the tool-kit of discourse in the activity of learning and teaching
8. Making meaning with text: a genetic approach to the mediating role of writing
Part III. Learning and Teaching in the ZPD: 9. On learning with and from our students
10. The zone of proximal development and its implications for learning and teaching
Appendices
References
Indexes.