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Dialogic inquiry : towards a sociocultural practice and theory of education /
Counter For more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emph...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge ; New York :
Cambridge University Press,
1999.
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| Colección: | Learning in doing.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- pt. I. 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
- pt. II. Discourse, learning, and teaching. Text, talk, and inquiry: schooling as semiotic apprenticeship
- Putting a tool to different uses: a reevaluation 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
- pt. III. 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
- Appendix I.
- A social constructivist model of learning and teaching
- Appendix II.
- Categories for the analysis of discourse.