Learning in Classrooms: A Cultural-Historical Approach

Learning in Classrooms: A Cultural-Historical Approach

by Mariane Hedegaard (Editor)


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Learning in Classrooms: A Cultural-Historical Approach by Mariane Hedegaard

Using Vygotsky's ideas, this book contributes to the cultural-historical study of school children's learning. The focus is not only on activities within the classroom, but on the importance of various extraneous conditions, for example educational ideology that can influence both instruction and learning. The comprehensive material is presented under five headings: 'School Traditions and Learning' which includes chapters covering the problem of gender and special-needs education; learning strategies in elementary school; and ZPD in a schooling context. 'Educational Practice that Combines Community Knowledge and Social Science Studies' offers a look into dialogic research on learning about the Kobe earthquake; the cultural identity of minority children; a description of the way children in an inner-city youth program talk and think about science, and relating how the children were responsible themselves for a project involving the growing, harvesting and marketing of herbs, flowers and vegetables; the transforming of ethnocultural traditions in a modern environment. 'Everyday Knowledge and Mathematics and Physics Learning' considers cognition in the classroom and analyses the teacher/learner interactions that take place during a mathematics class, with special focus on the cultural-historical approach; and a study of learning activity in a Japanese mathematics classroom. 'Diversity in Learning Modes' examines how students become subjects of cooperative learning activity—here the strategies developed by girls seem to sustain 'mutual support', while the traditions that characterize the learning strategies of boys do not show the same level of cooperation; teacher-student interaction; the socio-moral self-concept of 12 year old Finnish children. 'Classroom Interaction and Discourse' covers the interactions between knowledge and school environment; understanding classroom practice; knowledge through childhood memories; and different ways of organizing salient and problematic action. This is an important book for teachers, administrators and others who want to know more about how teachers teach and children learn.

Product Details

ISBN-13: 9788772888415
Publisher: Aarhus University Press
Publication date: 09/01/2001
Series: Acta Jutlandica Series , #75
Pages: 304
Product dimensions: 6.76(w) x 9.48(h) x 1.03(d)

Table of Contents

List of Figures and Tables9
1Learning through Acting within Societal Traditions: Learning in Classrooms15
School Traditions and Learning
2The Gendering of Social Practices in Special Needs Education39
3Instruction and Learning in Elementary School59
4Expanding the Predominant Interpretation of ZPD in Schooling Contexts: Learning and Mutuality77
Educational Practice that Combines Community Knowledge and Social Science Studies
5Orchestrating Voices and Crossing Boundaries in Educational Practice: Dialogic Research on Learning about the Kobe Earthquake97
6Culturally Sensitive Teaching within a Vygotskian Perspective121
7Science Literacy in the Making in an Inner-City Youth Programme: 'They Take the Time to Show us how a Plant Grows'144
8Transforming Ethnocultural Tradition in a Modern Environment: Context for Personal Development166
Everyday Knowledge and Mathematics and Physics Learning
9Mathematical Cognition in the Classroom: A Cultural-Historical Approach191
10From Monologic to Dialogic Learning: A Case Study of Japanese Mathematics Classrooms211
Diversity in Learning Modes
11How School Students Become Subjects of Cooperative Learning Activity229
12Construction of Distance, Time and Speed Concepts: A Cultural-Historical Approach244
13Teacher-Student Interaction, Text Comprehension and Memory: A Semiotic Analysis of Instructional Actions258
14Children's Self-Concept as Gendered and Contextual: Socio-Moral Self-Concepts among 12-year-old Finnish Girls and Boys280
Classroom Interaction and Discourse
15The Construction of Contemporary Subjectivity: Interactions between Knowledge and School Environment307
16A Relational Approach to Understanding Classroom Practice321
17Teachers' Experience of School and Knowledge through Childhood Memories339
18Teacher's and Researcher's Interactions in Classroom Discourse: Different Ways of Organising Salient and Problematic Actions352

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