Dialogic inquiry :: towards a sociocultural practice and theory of education /
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 emph...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge ; New York :
Cambridge University Press,
1999.
|
| Schriftenreihe: | Learning in doing.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 1 online resource (xx, 370 pages) : illustrations |
| Bibliographie: | Includes bibliographical references (pages 339-354) and indexes. |
| ISBN: | 9780511605895 0511605897 9780511011955 0511011954 9780511151941 0511151942 9781107115637 1107115639 9780511051012 0511051018 9780511172991 0511172990 9781280420276 1280420278 9780521631334 0521631335 9780521637251 0521637252 |
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| 505 | 0 | |a 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. | |
| 520 | |a 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. | ||
| 588 | 0 | |a Print version record. | |
| 546 | |a English. | ||
| 600 | 1 | 0 | |a Vygotskiĭ, L. S. |q (Lev Semenovich), |d 1896-1934. |0 http://id.loc.gov/authorities/names/n83062700 |
| 600 | 1 | 7 | |a Vygotskiĭ, L. S. |q (Lev Semenovich), |d 1896-1934 |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJqFPCfM7VGRbFDKCmwjYP |
| 600 | 1 | 7 | |a Vygotskij, Lev Semenovič |d 1896-1934 |2 gnd |
| 610 | 2 | 7 | |a Dialog |g Veranstaltung |2 gnd |0 http://d-nb.info/gnd/2091792-2 |
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| 650 | 0 | |a Educational sociology. |0 http://id.loc.gov/authorities/subjects/sh85041146 | |
| 650 | 0 | |a Inquiry (Theory of knowledge) |0 http://id.loc.gov/authorities/subjects/sh85066548 | |
| 650 | 6 | |a Psychologie de l'apprentissage. | |
| 650 | 6 | |a Sociologie de l'éducation. | |
| 650 | 6 | |a Recherche (Théorie de la connaissance) | |
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| 650 | 7 | |a Inquiry (Theory of knowledge) |2 fast | |
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| 650 | 7 | |a Learning, Psychology of |2 fast | |
| 650 | 7 | |a Lernpsychologie |2 gnd | |
| 650 | 7 | |a Unterricht |2 gnd | |
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| contents | 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. |
| ctrlnum | (OCoLC)51028539 |
| dewey-full | 370.15/23 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15/23 |
| dewey-search | 370.15/23 |
| dewey-sort | 3370.15 223 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| genre | Electronic books. |
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| id | ZDB-4-EBA-ocm51028539 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:15:20Z |
| institution | BVB |
| isbn | 9780511605895 0511605897 9780511011955 0511011954 9780511151941 0511151942 9781107115637 1107115639 9780511051012 0511051018 9780511172991 0511172990 9781280420276 1280420278 9780521631334 0521631335 9780521637251 0521637252 |
| language | English |
| oclc_num | 51028539 |
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| physical | 1 online resource (xx, 370 pages) : illustrations |
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| publishDate | 1999 |
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| series | Learning in doing. |
| series2 | Learning in doing |
| spelling | Wells, C. Gordon. http://id.loc.gov/authorities/names/n50002940 Dialogic inquiry : towards a sociocultural practice and theory of education / Gordon Wells. Cambridge ; New York : Cambridge University Press, 1999. 1 online resource (xx, 370 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier Learning in doing 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. 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. Print version record. English. Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934. http://id.loc.gov/authorities/names/n83062700 Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934 fast https://id.oclc.org/worldcat/entity/E39PBJqFPCfM7VGRbFDKCmwjYP Vygotskij, Lev Semenovič 1896-1934 gnd Dialog Veranstaltung gnd http://d-nb.info/gnd/2091792-2 Learning, Psychology of. http://id.loc.gov/authorities/subjects/sh85075526 Language and education. http://id.loc.gov/authorities/subjects/sh85074515 Educational sociology. http://id.loc.gov/authorities/subjects/sh85041146 Inquiry (Theory of knowledge) http://id.loc.gov/authorities/subjects/sh85066548 Psychologie de l'apprentissage. Sociologie de l'éducation. Recherche (Théorie de la connaissance) EDUCATION Educational Psychology. bisacsh Educational sociology fast Inquiry (Theory of knowledge) fast Language and education fast Learning, Psychology of fast Lernpsychologie gnd Unterricht gnd Erziehung gnd Dialogisches Prinzip gnd http://d-nb.info/gnd/4012063-6 Leerprocessen. gtt Didactiek. gtt Electronic books. has work: Dialogic inquiry (Text) https://id.oclc.org/worldcat/entity/E39PCFXp4ctRJQ7BXdPp3MdQD3 https://id.oclc.org/worldcat/ontology/hasWork Print version: Wells, C. Gordon. Dialogic inquiry. Cambridge ; New York : Cambridge University Press, 1999 0521631335 (DLC) 98039349 (OCoLC)39624865 Learning in doing. http://id.loc.gov/authorities/names/n86724605 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=72904 Volltext |
| spellingShingle | Wells, C. Gordon Dialogic inquiry : towards a sociocultural practice and theory of education / Learning in doing. 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. Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934. http://id.loc.gov/authorities/names/n83062700 Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934 fast https://id.oclc.org/worldcat/entity/E39PBJqFPCfM7VGRbFDKCmwjYP Vygotskij, Lev Semenovič 1896-1934 gnd Dialog Veranstaltung gnd http://d-nb.info/gnd/2091792-2 Learning, Psychology of. http://id.loc.gov/authorities/subjects/sh85075526 Language and education. http://id.loc.gov/authorities/subjects/sh85074515 Educational sociology. http://id.loc.gov/authorities/subjects/sh85041146 Inquiry (Theory of knowledge) http://id.loc.gov/authorities/subjects/sh85066548 Psychologie de l'apprentissage. Sociologie de l'éducation. Recherche (Théorie de la connaissance) EDUCATION Educational Psychology. bisacsh Educational sociology fast Inquiry (Theory of knowledge) fast Language and education fast Learning, Psychology of fast Lernpsychologie gnd Unterricht gnd Erziehung gnd Dialogisches Prinzip gnd http://d-nb.info/gnd/4012063-6 Leerprocessen. gtt Didactiek. gtt |
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| title | Dialogic inquiry : towards a sociocultural practice and theory of education / |
| title_auth | Dialogic inquiry : towards a sociocultural practice and theory of education / |
| title_exact_search | Dialogic inquiry : towards a sociocultural practice and theory of education / |
| title_full | Dialogic inquiry : towards a sociocultural practice and theory of education / Gordon Wells. |
| title_fullStr | Dialogic inquiry : towards a sociocultural practice and theory of education / Gordon Wells. |
| title_full_unstemmed | Dialogic inquiry : towards a sociocultural practice and theory of education / Gordon Wells. |
| title_short | Dialogic inquiry : |
| title_sort | dialogic inquiry towards a sociocultural practice and theory of education |
| title_sub | towards a sociocultural practice and theory of education / |
| topic | Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934. http://id.loc.gov/authorities/names/n83062700 Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934 fast https://id.oclc.org/worldcat/entity/E39PBJqFPCfM7VGRbFDKCmwjYP Vygotskij, Lev Semenovič 1896-1934 gnd Dialog Veranstaltung gnd http://d-nb.info/gnd/2091792-2 Learning, Psychology of. http://id.loc.gov/authorities/subjects/sh85075526 Language and education. http://id.loc.gov/authorities/subjects/sh85074515 Educational sociology. http://id.loc.gov/authorities/subjects/sh85041146 Inquiry (Theory of knowledge) http://id.loc.gov/authorities/subjects/sh85066548 Psychologie de l'apprentissage. Sociologie de l'éducation. Recherche (Théorie de la connaissance) EDUCATION Educational Psychology. bisacsh Educational sociology fast Inquiry (Theory of knowledge) fast Language and education fast Learning, Psychology of fast Lernpsychologie gnd Unterricht gnd Erziehung gnd Dialogisches Prinzip gnd http://d-nb.info/gnd/4012063-6 Leerprocessen. gtt Didactiek. gtt |
| topic_facet | Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934. Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934 Vygotskij, Lev Semenovič 1896-1934 Dialog Veranstaltung Learning, Psychology of. Language and education. Educational sociology. Inquiry (Theory of knowledge) Psychologie de l'apprentissage. Sociologie de l'éducation. Recherche (Théorie de la connaissance) EDUCATION Educational Psychology. Educational sociology Language and education Learning, Psychology of Lernpsychologie Unterricht Erziehung Dialogisches Prinzip Leerprocessen. Didactiek. Electronic books. |
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