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200 10$aDialogic inquiry $etowards a sociocultural practice and theory of education /$fGordon Wells$b[electronic resource]
210  1$aCambridge :$cCambridge University Press,$d1999.
215   $a1 online resource (xx, 370 pages) $cdigital, PDF file(s)
225 1 $aLearning in doing : social, cognitive and computational perspectives
300   $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015).
311   $a0-521-63725-2 
311   $a0-511-01195-4 
320   $aIncludes bibliographical references (p. 339-354) and indexes.
327   $aIntroduction 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.
330   $aFor more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M. A. K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers.
410  0$aLearning in doing.
606   $aLearning, Psychology of
606   $aLanguage and education
606   $aEducational sociology
606   $aInquiry (Theory of knowledge)
615  0$aLearning, Psychology of.
615  0$aLanguage and education.
615  0$aEducational sociology.
615  0$aInquiry (Theory of knowledge)
676   $a370.15/23
700   $aWells$b C. Gordon$01045508
801  0$bUkCbUP
801  1$bUkCbUP
906   $aBOOK
912   $a9910455321303321
996   $aDialogic inquiry$92476222
997   $aUNINA