MARC Record from marc_columbia

LEADER: 05013cam a2200733Ia 4500
001 4241182
005 20210302171526.0
006 m o d
007 cr cn|||||||||
008 021118s1999 enka ob 001 0 eng d
035 $a(OCoLC)ocm51028539
035 $a(NNC)4241182
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019 $a991903659
020 $a9780511605895$q(electronic bk.)
020 $a0511605897$q(electronic bk.)
020 $a0511011954$q(electronic bk.)
020 $a9780511011955$q(electronic bk.)
020 $a9780511151941$q(electronic bk.)
020 $a0511151942$q(electronic bk.)
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035 $a(OCoLC)51028539$z(OCoLC)991903659
050 4 $aLB1060$b.W457 1999eb
072 7 $aEDU$x009000$2bisacsh
082 04 $a370.15/23$221
049 $aZCUA
100 1 $aWells, C. Gordon.
245 10 $aDialogic inquiry :$btowards a sociocultural practice and theory of education /$cGordon Wells.
260 $aCambridge ;$aNew York :$bCambridge University Press,$c1999.
300 $a1 online resource (xx, 370 pages) :$billustrations
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
490 1 $aLearning in doing
504 $aIncludes bibliographical references (pages 339-354) and indexes.
505 0 $apt. 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.
588 0 $aPrint version record.
520 $aCounter 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. -- Publisher description.
600 10 $aVygotskiĭ, L. S.$q(Lev Semenovich),$d1896-1934.
600 17 $aVygotskiĭ, L. S.$q(Lev Semenovich),$d1896-1934.$2fast$0(OCoLC)fst00112375
600 17 $aVygotskij, Lev Semenovič$d1896-1934$2gnd
610 27 $aDialog$2gnd
650 0 $aLearning, Psychology of.
650 0 $aLanguage and education.
650 0 $aEducational sociology.
650 0 $aInquiry (Theory of knowledge)
650 7 $aEDUCATION$xEducational Psychology.$2bisacsh
650 7 $aEducational sociology.$2fast$0(OCoLC)fst00903596
650 7 $aInquiry (Theory of knowledge)$2fast$0(OCoLC)fst00973795
650 7 $aLanguage and education.$2fast$0(OCoLC)fst00992142
650 7 $aLearning, Psychology of.$2fast$0(OCoLC)fst00995009
650 7 $aLernpsychologie$2gnd
650 7 $aUnterricht$2gnd
650 7 $aErziehung$2gnd
650 7 $aDialogisches Prinzip$2gnd
650 17 $aLeerprocessen.$2gtt
650 17 $aDidactiek.$2gtt
655 0 $aElectronic books.
655 4 $aElectronic books.
776 08 $iPrint version:$aWells, C. Gordon.$tDialogic inquiry.$dCambridge ; New York : Cambridge University Press, 1999$z0521631335$w(DLC) 98039349$w(OCoLC)39624865
830 0 $aLearning in doing.
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio4241182$zAll EBSCO eBooks
852 8 $blweb$hEBOOKS