9780521631334 - dialogic inquiry: towards a socio-cultural practice and theory of education (learning in doing) von wells, gordon; wells, c. gordon (3 Ergebnisse)
- Hardcover
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes KönigreichRia Christie Collections
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 140,10
EUR 13,88 VersandVersand von Vereinigtes Königreich nach USAAnzahl: Mehr als 20 verfügbar
Zustand: New. In.
- Hardcover
Anbieter: Kennys Bookstore, Olney, MD, USAKennys Bookstore
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 199,90
EUR 9,07 VersandVersand innerhalb von USAAnzahl: Mehr als 20 verfügbar
Zustand: New. A view of Vygotsky's unique vision of education. Series Editor(s): Pea, Roy; Brown, John Seely; Heath, Christian. Series: Learning in Doing: Social, Cognitive and Computational Perspectives. Num Pages: 392 pages, 7 b/w illus. 9 tables. BIC Classification: JM; JNC. Category: (P) Professional & Vocational. Dimension:… 235 x 154 x 30. Weight in Grams: 774. . 1999. Illustrated. hardcover. . . . . Books ship from the US and Ireland.
- Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 202,40
EUR 63,93 VersandVersand von Deutschland nach USAAnzahl: 1 verfügbar
Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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-direct…ed 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.
