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|Named Person:||L S Vygotskiĭ; L S Vygockij|
|Material Type:||Internet resource|
|Document Type:||Book, Internet Resource|
|All Authors / Contributors:||
C Gordon Wells
|ISBN:||0521631335 9780521631334 0521637252 9780521637251|
|Description:||xx, 370 p. : ill. ; 25 cm.|
|Contents:||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.|
|Series Title:||Learning in doing.|
"An important contribution... Dialogic Inquiry is a challenging book to read, both because it raises serious questions about many of the assumptions underlying cognitive science and because it
- Learning, Psychology of.
- Language and education.
- Educational sociology.
- Inquiry (Theory of knowledge)
- Vygotskiĭ, L. S. -- (Lev Semenovich), -- 1896-1934.
- Vygockij, L. S. -- (Lev Semenovič), -- 1896-1934.
- Apprentissage, Psychologie de l'
- Langage et éducation.
- Sociologie de l'éducation.
- Recherche (Théorie de la connaissance)