Social interaction in learning and instruction : the meaning of discourse for the construction of knowledge
著者
書誌事項
Social interaction in learning and instruction : the meaning of discourse for the construction of knowledge
（Advances in learning and instruction series）
Pergamon, 2000
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注記
Includes bibliographical references (p. [221]-244) and index
内容説明・目次
内容説明
This exciting new text examines how knowledge is socially constructed and shared through discursive interactions within the classroom community. The contributors discuss the meaning of the cognitive, emotional and social discourses that exist between teachers and learners and suggest how teachers can create an effective learning partnership to stimulate children. The authors also consider how children, in turn, construe the curriculum and how they perceive the ground-rules and peer-relationships within the classroom community. By reporting findings from state-of-the-art studies in a range of Western cultural contexts, the authors are able to overview key theoretical perspectives and synthesise the methods currently being developed for measuring social interaction in learning and instruction.
目次
Chapter headings: Introduction (H. Cowie, G.M. van der Aalsvoort). Studying social interaction in instruction and learning: methodological approaches and problems (G.M. van der Aalsvoort, F.J.H. Harinck). Institutional framings in thinking, learning and teaching (M. Grossen). Identity and social interaction in a community of inquiry (E. Elbers, L. Streefland). Collective argumentation: a sociocultural approach to reframing classroom teaching (R.A.J. Brown, P.D. Renshaw). The development of children's social representation of the primary school curriculum (G.M. Ivinson). Learning for communication skills and social processes of peer support: a case-study of good practice (P. Naylor, H. Cowie). Co-construction in kindergarteners' free play: effects of social, individual and didactic factors (P.P.M. Leseman et al.). Activity and interaction in pedagogical contexts (J. Ireson). Mapping the dynamics of peer group interaction: a method of analysis of socially shared learning processes (K. Kumpulainen, M. Mutanen). Deep processing in a collaborative learning environment (C. van Boxtel et al.). Language for thinking: a study of children solving reasoning test problems together (R. Wegerif, N. Mercer). Guided Participation, discourse and the construction of knowledge in Mexican classrooms (S. Rojas-Drummond). Overview and new perspectives (G.M. van der Aalsvoort et al.).
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