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)
Resource Information
The item Dialogic inquiry : towards a sociocultural practice and theory of education, Gordon Wells, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in European University Institute.This item is available to borrow from 1 library branch.
Resource Information
The item Dialogic inquiry : towards a sociocultural practice and theory of education, Gordon Wells, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in European University Institute.
This item is available to borrow from 1 library branch.
- 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.--
- Language
- eng
- Extent
- 1 online resource (xx, 370 pages)
- 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
- Isbn
- 9780521631334
- 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
- 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.--
- 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)
- 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
- 9780521631334
- 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)
- 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
- 9780521631334
- 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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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.library.eui.eu/portal/Dialogic-inquiry--towards-a-sociocultural/9_SqJaQf-hg/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.library.eui.eu/portal/Dialogic-inquiry--towards-a-sociocultural/9_SqJaQf-hg/">Dialogic inquiry : towards a sociocultural practice and theory of education, Gordon Wells, (electronic resource)</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.library.eui.eu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.library.eui.eu/">European University Institute</a></span></span></span></span></div>
