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Dialogic Inquiry: Towards a Sociocultural Practice & Theory of Education

by

Dialogic Inquiry: Towards a Sociocultural Practice & Theory of Education Cover

 

Synopses & Reviews

Publisher Comments:

For more than a quarter century, the polemics surrounding educational reform have centered on two points of view: those that favor a "progressive" child-centered form of education, and those that would prefer a return to a more structured, teacher-directed curriculum that emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on coconstruction of knowledge by more and less mature participants engaging in joint activity. This theory offers semiotic mediation as the primary means of obtaining knowledge, whereby the less mature participants can seek solutions to everyday problems by using resources existing in society. In addition to using illustrative examples from classroom studies, this book provides a comparative analysis of the theories and complementary developments in works by Vygotsky and the linguist M.A.K. Halliday. This unique volume will be of tremendous benefit to researchers in the fields of education, sociolinguistics, and psychology.

Synopsis:

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.

Synopsis:

For more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. This volume on Vygotsky presents the alternative solutions that he explored to reach a compromise.

Synopsis:

A view of Vygotsky's unique vision of education.

Table of Contents

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.

Product Details

ISBN:
9780521631334
Author:
Wells, Gordon
Publisher:
Cambridge University Press
Editor:
Pea, Roy
Author:
Heath, Christian
Author:
Wells, C. Gordon
Author:
Brown, John Seely
Author:
Pea, Roy
Location:
Cambridge
Subject:
Educational sociology
Subject:
Learning, psychology of
Subject:
Inquiry (Theory of knowledge)
Subject:
Language and education
Subject:
General Psychology & Psychiatry
Subject:
Vygotski
Subject:
i, L. S.--(Lev Semenovich),--1896-1934
Subject:
Educational Psychology
Subject:
Educational Policy & Reform
Subject:
General
Subject:
Education-General
Edition Description:
A view of Vygotsky's unique vision of education.
Series:
Learning in Doing: Social, Cognitive and Computational Perspectives
Publication Date:
19990831
Binding:
Hardcover
Grade Level:
Professional and scholarly
Language:
English
Illustrations:
Y
Pages:
390

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Dialogic Inquiry: Towards a Sociocultural Practice & Theory of Education New Hardcover
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Product details 390 pages Cambridge University Press - English 9780521631334 Reviews:
"Synopsis" by , 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.
"Synopsis" by , For more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. This volume on Vygotsky presents the alternative solutions that he explored to reach a compromise.
"Synopsis" by , A view of Vygotsky's unique vision of education.
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