9780521389426 - The Construction Zone: Working for Cognitive Change in School (Learning in Doing : Social, Cognitive and Computational) von Newman, Denis (8 Ergebnisse)

Paperback. Zustand: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

Zustand: Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Zustand: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Shows some signs of wear but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

Zustand: Fair. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. Book contains pencil markings. In fair condition, suitable as a study copy. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,400grams, ISBN:9780521389426.

Paperback. Zustand: Very Good. Zustand des Schutzumschlags: Includes dust jacket. First Edition. FIRST EDITION, INCLUDES THE DUST JACKET.

Zustand: New. In.

Zustand: New. A description of several years of painstaking classroom observations and caregully crafted experimental interventions. Series Editor(s): Pea, Roy; Brown, John Seely; Heath, Christian. Series: Learning in Doing: Social, Cognitive and Computational Perspectives. Num Pages: 188 pages, 5 tables, 10 line diagrams. BIC Classification: JNC. Category: (P) Professional & Vocational. Dimension: 229 x 155 x 12. Weight in Grams: 302. . 1989. Illustrated. paperback. . . . . Books ship from the US and Ireland.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - In its description of several years of painstaking classroom observations and carefully crafted experimental interventions, the 'construction zone' makes clear the cleavage lines between the everyday requirements of classroom teaching and the practice of experimental psychologists. The best intentions of researchers to improve education are often undermined by such differences. The 'construction zone' is the shared psychological space within which teachers construct environments for their students' intellectual development and students construct deeper understandings of the cultural heritage embodied in the curriculum. The core of the book is a set of analyses of children's developmental changes during classroom lessons and individual tutorials designed to teach basic concepts in such diverse areas as natural science, social studies, and arithmetic. Fusing techniques currently in wide use in microsociology, experimental psychology, and ethnographic studies of the classroom, the authors offer a compelling vision of intellectual development as a process of joint constructive interaction mediated by cultural artifacts. Their approach makes it possible to retain the strength of a developmental perspective which treats intellectual change as a constructive process in the spirit of Piaget, while making it clear that developmental change is simultaneously a social process of cultural transformation as emphasized by Vygotsky and his students.