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portada Dialogic Inquiry Paperback: Towards a Socio-Cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
Type
Physical Book
Publisher
Author
Year
1999
Language
English
Pages
392
Format
Paperback
Weight
1
ISBN
0521637252
ISBN13
9780521637251
Categories

Dialogic Inquiry Paperback: Towards a Socio-Cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)

Wells (Author) · Cambridge University Press · Paperback

Dialogic Inquiry Paperback: Towards a Socio-Cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives) - Wells

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Synopsis "Dialogic Inquiry Paperback: Towards a Socio-Cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives) "

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.

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