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Dialogic inquiry : towards a sociocultural practice and theory of education

Author: C Gordon Wells
Publisher: Cambridge : Cambridge University Press, 1999.
Series: Learning in doing.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:

Vygotsky's unique vision of education, from a social constructivist point of view is presented here, with illustrative examples from classroom studies between teacher and child. This unique volume  Read more...

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Named Person: L S Vygotskiĭ; L S Vygotskiĭ
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: C Gordon Wells
ISBN: 0521637252 9780521637251
OCLC Number: 609571583
Notes: Discusses Vygotsky's social constructivist theory.
Description: xx, 370 pages.
Contents: 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 --
4. Text, Talk, and Inquiry: Schooling As Semiotic Apprenticeship --
5. Putting a Tool to Different Uses: A Reevaluation 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 --
9. On Learning With and From Our Students --
10. The Zone of Proximal Development and Its Implications for Learning and Teaching --
App. I.A Social Constructivist Model of Learning and Teaching --
App. II. Categories for the Analysis of Discourse.
Series Title: Learning in doing.
Responsibility: Gordon Wells.

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"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 Read more...

 
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