Dialogic Learning

Shifting Perspectives to Learning, Instruction, and Teaching

Häftad, Engelska, 2010

AvJos van den Linden,Peter Renshaw,Jos Van Den Linden

1 329 kr

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This book shows the importance of a more socially grounded account on learning, instruction and teaching at and between different levels: meta-theory, theory, methods and educational practices. Three main questions are dealt with in the research presented in the book: what are the affordances and constraints of a dialogic view of knowing, knowledge, and learning; how useful it is to integrate contemporary learning mechanisms and concepts (like elaboration, metacognition) within a dialogic framework; what are the educational implications of a dialogic view of knowing and learning.

Produktinformation

Utgivningsdatum2010-10-19
Mått155 x 235 x 16 mm
Vikt423 g
FormatHäftad
SpråkEngelska
Antal sidor263
FörlagSpringer
ISBN9789048165445

Tillhör följande kategorier

Introduction. Dialogic teaching, learning and instruction: Theoretical roots and analytical frameworks.- Part I: Dialogic Learning: Culture And Identity. Dialogic learning in the multi-ethnic classroom: Cultural resources and modes of collaboration. Third space in cyberspace: Indigenous youth, new technologies and literacies. Making sense through participation: Social differences in learning and identity development. Diverse voices, dialogue and intercultural learning in a second language classroom. Learning to plan: A study of reflexivity and discipline in modern pedagogy.- Part II: Dialogic Learning: Multiple Perspectives On The Social Construction Of Knowledge. Studying peer interaction from three perspectives: The example of collaborative concept learning. Working together on assignments: Multiple analysis of learning events. On participating in communities of practice: Cases from science classrooms. Dynamics of coordination in collaboration. The social regulation of cognition: From colour identification in the Stroop Task to classroom performances. Shared and unshared knowledge resources: The collaborative analysis of a classroom case by pre-service teachers.- Epilogue. Notes on classroom practices, dialogicality, and the transformation of learning.- Index.

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