Coverart for item
The Resource Dialogic inquiry : towards a sociocultural practice and theory of education, Gordon Wells, (electronic resource)

Dialogic inquiry : towards a sociocultural practice and theory of education, Gordon Wells, (electronic resource)

Label
Dialogic inquiry : towards a sociocultural practice and theory of education
Title
Dialogic inquiry
Title remainder
towards a sociocultural practice and theory of education
Statement of responsibility
Gordon Wells
Creator
Subject
Language
eng
Summary
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 emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M. A. K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers.--
Member of
Assigning source
Provided by publisher
Cataloging source
UkCbUP
http://library.link/vocab/creatorName
Wells, C. Gordon
Index
index present
Literary form
non fiction
Nature of contents
dictionaries
Series statement
  • Learning in doing : social, cognitive and computational perspectives
  • Cambridge Social Sciences eBooks
http://library.link/vocab/subjectName
  • Vygotskiĭ, L. S.
  • Learning, Psychology of
  • Language and education
  • Educational sociology
  • Inquiry (Theory of knowledge)
Label
Dialogic inquiry : towards a sociocultural practice and theory of education, Gordon Wells, (electronic resource)
Link
https://eui.idm.oclc.org/login?url=https://doi.org/10.1017/CBO9780511605895
Instantiates
Publication
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction and acknowledgments ---- 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 ---- Part II. Discourse, Learning and Teaching: 4. Text, talk and inquiry: schooling as semiotic apprenticeship. 5. Putting a tool to different uses: a re-evalution of the IRF sequence --- 6. From guessing to prediction: 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 Zone of Proximal Development. 9. On learning with and from our students --- 10. The zone of proximal development and its implications for learning and teaching
Control code
CR9780511605895
Dimensions
unknown
Extent
1 online resource (xx, 370 pages)
Form of item
online
Governing access note
Use of this electronic resource may be governed by a license agreement which restricts use to the European University Institute community. Each user is responsible for limiting use to individual, non-commercial purposes, without systematically downloading, distributing, or retaining substantial portions of information, provided that all copyright and other proprietary notices contained on the materials are retained. The use of software, including scripts, agents, or robots, is generally prohibited and may result in the loss of access to these resources for the entire European University Institute community
Isbn
9780511605895
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
digital, PDF file(s).
Specific material designation
remote
System control number
(OCoLC)51028539
Label
Dialogic inquiry : towards a sociocultural practice and theory of education, Gordon Wells, (electronic resource)
Link
https://eui.idm.oclc.org/login?url=https://doi.org/10.1017/CBO9780511605895
Publication
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction and acknowledgments ---- 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 ---- Part II. Discourse, Learning and Teaching: 4. Text, talk and inquiry: schooling as semiotic apprenticeship. 5. Putting a tool to different uses: a re-evalution of the IRF sequence --- 6. From guessing to prediction: 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 Zone of Proximal Development. 9. On learning with and from our students --- 10. The zone of proximal development and its implications for learning and teaching
Control code
CR9780511605895
Dimensions
unknown
Extent
1 online resource (xx, 370 pages)
Form of item
online
Governing access note
Use of this electronic resource may be governed by a license agreement which restricts use to the European University Institute community. Each user is responsible for limiting use to individual, non-commercial purposes, without systematically downloading, distributing, or retaining substantial portions of information, provided that all copyright and other proprietary notices contained on the materials are retained. The use of software, including scripts, agents, or robots, is generally prohibited and may result in the loss of access to these resources for the entire European University Institute community
Isbn
9780511605895
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
digital, PDF file(s).
Specific material designation
remote
System control number
(OCoLC)51028539

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