Articoli correlati a Dialogic Inquiry: Towards a Socio-cultural Practice...
Sinossi
A view of Vygotsky's unique vision of education.
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Recensione
"An important contribution. . . . Dialogic Inquiry is a challenging book to read, both because it raises serious questions about many of the assumptions underlying cognitive science and because it tackles difficult theoretical questions without avoiding their complexity. . . Wells has demonstrated. . . that the sociocultural perspective has a great deal to offer our understanding of thinking, knowing, language and learning." Contemporary Psychology
Descrizione del libro
Vygotsky's unique vision of education, from a social constructivist point of view is presented here, with illustrative examples from classroom studies between teacher and child. This unique volume will be of tremendous benefit to the field of education, as well as sociolinguistics, psychology and researchers.
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives) (Volume 0)
Editore:
Cambridge University Press, 1999
ISBN 10: 0521637252
ISBN 13: 9780521637251
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Da: Zoom Books East, Glendale Heights, IL, U.S.A.
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Condizione: good. Book is in good condition and may include underlining highlighting and minimal wear. The book can also include "From the library of" labels. May not contain miscellaneous items toys, dvds, etc. . We offer 100% money back guarantee and 24 7 customer service. Codice articolo ZEV.0521637252.G
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives) (Volume 0)
Editore:
Cambridge University Press, 1999
ISBN 10: 0521637252
ISBN 13: 9780521637251
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Condizione: good. A copy that has been read, remains in good condition. All pages are intact, and the cover is intact. The spine and cover show signs of wear. Pages can include notes and highlighting and show signs of wear, and the copy can include "From the library of" labels or previous owner inscriptions. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships via media mail. Codice articolo OTV.0521637252.G
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Dialogic Inquiry: Towards a Socio-Cultural Practice and Theory of Education
Editore:
Cambridge University Press, 1999
ISBN 10: 0521637252
ISBN 13: 9780521637251
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Paperback. Condizione: As New. No Jacket. Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less. Codice articolo G0521637252I2N00
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Dialogic Inquiry: Towards a Socio-Cultural Practice and Theory of Education
Editore:
Cambridge University Press, 1999
ISBN 10: 0521637252
ISBN 13: 9780521637251
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Da: ThriftBooks-Dallas, Dallas, TX, U.S.A.
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Paperback. Condizione: Good. No Jacket. Former library book; Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less. Codice articolo G0521637252I3N10
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
Editore:
Cambridge University Press, 1999
ISBN 10: 0521637252
ISBN 13: 9780521637251
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
Editore:
Cambridge University Press, 1999
ISBN 10: 0521637252
ISBN 13: 9780521637251
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Paperback. Condizione: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. Codice articolo GOR004189645
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
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Paperback. Condizione: Very Good. Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. Codice articolo 7719-9780521637251
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
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Paperback. Condizione: Very Good. This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. Codice articolo 6545-9780521637251
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
Editore:
Cambridge University Press, 1999
ISBN 10: 0521637252
ISBN 13: 9780521637251
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
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Cambridge University Press, 2008
ISBN 10: 0521637252
ISBN 13: 9780521637251
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Soft cover. Condizione: Very Good. Cambridge University Press (2006). Softcover. Ssome light wear to outside edges of front and back cover and corresponding area of text block (paper stock), but otherwise this book remains in very good condition with clean, unmarked pages which are free from notes and underlining and no creasing to cover or spine. Dispatched from UK within three days. Codice articolo ABE-1759489327176
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