Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education / Edition 1

Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education / Edition 1

by Gordon Wells, C. Gordon Wells
     
 

A view of Vygotsky's unique vision of education.See more details below

Overview

A view of Vygotsky's unique vision of education.

Product Details

ISBN-13:
9780521637251
Publisher:
Cambridge University Press
Publication date:
06/28/2006
Series:
Learning in Doing: Social, Cognitive and Computational Perspectives Series
Edition description:
New Edition
Pages:
392
Product dimensions:
5.98(w) x 8.98(h) x 0.87(d)

Table of 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.

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