Dialogic Inquiry - Towards a Socio-Cultural Practice and Theory of Education

Klappentext A view of Vygotsky's unique vision of education. Inhaltsverzeichnis 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.

Dettagli sul prodotto

• Autori: C. Gordon Wells, Gordon Wells, Gordon (University of Toronto) Wells
• Con la collaborazione di: Roy Pea (Editore)
• Editore: Cambridge University Press Academic
• Lingue: Inglese
• Formato: Tascabile
• Pubblicazione: 28.08.1999
• EAN: 9780521637251
• ISBN: 978-0-521-63725-1
• Pagine: 392
• Dimensioni: 150 mm x 230 mm x 25 mm
• Serie: Learning in Doing; Print on Demand
• Categorie: Guide e manuali > Salute; Scienze umane, arte, musica > Pedagogia > Istruzione