Sinossi
A view of Vygotsky's unique vision of education.
Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.
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)
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
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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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)
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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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
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Dialogic Inquiry : Towards a Sociocultural Practice and Theory of Education
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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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