Dialogic Inquiry

Social, Cognitive and Computational Persp

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Paperback | 24 January 2000

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392 Pages

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22.86 x 15.24 x 2.21

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For more than a quarter century, the polemics surrounding educational reform have centered on two points of view: those that favor a "progressive" child-centered form of education, and those that would prefer a return to a more structured, teacher-directed curriculum that emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on coconstruction of knowledge by more and less mature participants engaging in joint activity. This theory offers semiotic mediation as the primary means of obtaining knowledge, whereby the less mature participants can seek solutions to everyday problems by using resources existing in society. In addition to using illustrative examples from classroom studies, this book provides a comparative analysis of the theories and complementary developments in works by Vygotsky and the linguist M.A.K. Halliday. This unique volume will be of tremendous benefit to researchers in the fields of education, sociolinguistics, and psychology.

Industry Reviews

"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 tackles difficult theoretical questions without avoiding their complexity... Wells has demonstrated... that the sociocultural perspective has a great deal to offer our understanding of thinking, knowing, language and learning." Contemporary Psychology

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You Can Find This Book In

Non-Fiction Education Educational Psychology Organisation & Management of Education Psychology Cognition & Cognitive Psychology

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
Table of Contents provided by Publisher. All Rights Reserved.

Dialogic Inquiry

Social, Cognitive and Computational Persp

At a Glance

Paperback

Industry Reviews

Shipping

How to return your order

Defective items

You Can Find This Book In

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