The Construction Zone: Working for Cognitive Change in School / Edition 1

The Construction Zone: Working for Cognitive Change in School / Edition 1

by Denis Newman, Peg Griffin, Michael Cole
     
 

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ISBN-10: 0521389429

ISBN-13: 9780521389426

Pub. Date: 04/28/1989

Publisher: Cambridge University Press

This study addresses the process of developmental change as it occurs in the course of classroom lessons. The book aims to answer such questions as what forms of teacher-student interaction are most effective for producing developmental transformations in children's understanding. It also addresses why knowledge derived from psychological experiments on children's

Overview

This study addresses the process of developmental change as it occurs in the course of classroom lessons. The book aims to answer such questions as what forms of teacher-student interaction are most effective for producing developmental transformations in children's understanding. It also addresses why knowledge derived from psychological experiments on children's learning and development so often seems irrelevant to classroom teachers and how it is possible to reconcile Piaget's emphasis on the central role of independent intervention and constructive activity with learning theorists' emphasis on environmental feedback as the motive force of change. Assuming that intellectual development occurs in the "construction zone," a shared space encompassing the joint constructive efforts of teachers and students, the authors provide innovative answers to these and related questions. The questions are illustrated with detailed analyses of specially constructed lessons in the instructional areas of natural science, social studies, and mathematics.

Product Details

ISBN-13:
9780521389426
Publisher:
Cambridge University Press
Publication date:
04/28/1989
Series:
Learning in Doing: Social, Cognitive and Computational Perspectives Series
Edition description:
REPRINT
Pages:
188
Product dimensions:
5.98(w) x 8.98(h) x 0.43(d)

Table of Contents

Series foreword; Foreword Shedon H. White; Acknowledgments; 1. Introduction; 2. Building tasks into curriculum units; 3. Making goals happen; 4. Basic concepts for discussing cognitive change; 5. Assessment versus teaching; 6. Social mediation goes into cognitive change; 7. How the West has won; 8. Conclusions for a cognitive science of education; References; Author index; Subject index.

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