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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives) - Softcover
Synopsis
A view of Vygotsky's unique vision of education.
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Review
"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
Book Description
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)
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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) (Volume 0)
Published by
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)
Published by
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)
Published by
Cambridge University Press, 1999
ISBN 10: 0521637252
ISBN 13: 9780521637251
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Paperback. Condition: 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. Seller Inventory # GOR004189645
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
Published by
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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ISBN 10: 0521637252
ISBN 13: 9780521637251
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Soft cover. Condition: 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. Seller Inventory # ABE-1759489327176
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Dialogic Inquiry : Towards a Sociocultural Practice and Theory of Education
Published by
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)
Published by
Cambridge University Press, 1999
ISBN 10: 0521637252
ISBN 13: 9780521637251
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Dialogic Inquiry : Towards a Sociocultural Practice and Theory of Education
Published by
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) (Volume 0)
Published by
Cambridge University Press, 1999
ISBN 10: 0521637252
ISBN 13: 9780521637251
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