Dialogic inquiry : towards a sociocultural practice and theory of education / Gordon Wells.
Τύπος υλικού:
ΚείμενοΣειρά: Learning in doingΛεπτομέρειες δημοσίευσης: Cambridge ; New York : Cambridge University Press, 1999.Περιγραφή: 1 online resource (xx, 370 pages) : illustrationsΤύπος περιεχομένου: - text
- computer
- online resource
- 9780511605895
- 0511605897
- 0511011954
- 9780511011955
- 9780511151941
- 0511151942
- Vygotski�i, L. S. (Lev Semenovich), 1896-1934
- Vygotski�i, L. S. (Lev Semenovich), 1896-1934
- Vygotskij, Lev S. 1896-1934
- Learning, Psychology of
- Language and education
- Educational sociology
- Inquiry (Theory of knowledge)
- EDUCATION -- Educational Psychology
- Educational sociology
- Inquiry (Theory of knowledge)
- Language and education
- Learning, Psychology of
- Lernpsychologie
- Unterricht
- Dialog
- Erziehung
- Dialogisches Prinzip
- Leerprocessen
- Didactiek
- 370.15/23 21
- LB1060 .W457 1999eb
Includes bibliographical references (pages 339-354) and indexes.
pt. I. Establishing the theoretical framework. The complementary contributions of Halliday and Vygotsky to a "Language-based theory of learning" -- In search of knowledge -- Discourse and knowing in the classroom -- pt. II. Discourse, learning, and teaching. Text, talk, and inquiry: schooling as semiotic apprenticeship -- Putting a tool to different uses: a reevaluation of the IRF sequence -- From guessing to predicting: progressive discourse in the learning and teaching of science -- Using the tool-kit of discourse in the activity of learning and teaching -- Making meaning with text: a genetic approach to the mediating role of writing -- pt. III. Learning and teaching in the zpd. On learning with and from our students -- The zone of proximal development and its implications for learning and teaching -- Appendix I. -- A social constructivist model of learning and teaching -- Appendix II. -- Categories for the analysis of discourse.
Print version record.
Counter 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. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M.A.K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers. -- Publisher description.
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