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

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ISBN-10: 0521637252

ISBN-13: 9780521637251

Edition: 1999

Authors: Gordon Wells, John Seely Brown, Christian Heath, Roy Pea

List price: $58.99
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Description:

Vygotsky's social constructivist vision of education offers an alternative to the two main theories in circulation (one calling for a child-centered approach, the other a teacher-directed approach). This book examines Vygotsky's theory.
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Book details

List price: $58.99
Copyright year: 1999
Publisher: Cambridge University Press
Publication date: 8/28/1999
Binding: Paperback
Pages: 392
Size: 6.25" wide x 9.25" long x 0.75" tall
Weight: 1.188
Language: English

John Seely Brown is Former Chief Scientist, Xerox Corp and former director of its Palo AltoResearch Center (PARC), and co-author of The Social Life of Information.

Conventions of transcription
Introduction
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
Discourse, Learning, and Teaching
Text, talk, and inquiry: schooling as semiotic apprenticeship
Putting a tool to different uses: a reevalution 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
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
Appendices
References
Indexes