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

Name: Dialogic Inquiry Towards a Socio-Cultural Practice and Theory of Education
Price: 5.7 USD
Availability: InStock
ISBN: 9780521637251

ISBN-10: 0521637252

ISBN-13: 9780521637251

Edition: 1999

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

List price: $56.99

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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.

Book details

List price: $56.99
Copyright year: 1999
Publisher: Cambridge University Press
Publication date: 8/28/1999
Binding: Paperback
Pages: 392
Size: 6.06" wide x 9.02" long x 0.91" 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