The Construction Zone: Working for Cognitive Change in SchoolCambridge University Press, 28. tra 1989. - Broj stranica: 202 In its description of several years of painstaking classroom observations and carefully crafted experimental interventions, the 'construction zone' makes clear the cleavage lines between the everyday requirements of classroom teaching and the practice of experimental psychologists. The best intentions of researchers to improve education are often undermined by such differences. The 'construction zone' is the shared psychological space within which teachers construct environments for their students' intellectual development and students construct deeper understandings of the cultural heritage embodied in the curriculum. The core of the book is a set of analyses of children's developmental changes during classroom lessons and individual tutorials designed to teach basic concepts in such diverse areas as natural science, social studies, and arithmetic. Fusing techniques currently in wide use in microsociology, experimental psychology, and ethnographic studies of the classroom, the authors offer a compelling vision of intellectual development as a process of joint constructive interaction mediated by cultural artifacts. Their approach makes it possible to retain the strength of a developmental perspective which treats intellectual change as a constructive process in the spirit of Piaget, while making it clear that developmental change is simultaneously a social process of cultural transformation as emphasized by Vygotsky and his students. |
Iz unutrašnjosti knjige
Rezultati 1 - 5 od 33.
Stranica
... context always talkas though some imaginary equalization has or has not existed in some past studyor school setting. Can one, deliberatelyandconcretely, establish thesame task in different situations? It turns out, in the end, thatone ...
... context always talkas though some imaginary equalization has or has not existed in some past studyor school setting. Can one, deliberatelyandconcretely, establish thesame task in different situations? It turns out, in the end, thatone ...
Stranica
... context ofschools,a place where teachers and pupils may appropriate one another's understandings. Appropriation – Leont'ev'sterm– is inaformal sense the sociohistorical equivalent of the biologically based term assimilation.The teacher ...
... context ofschools,a place where teachers and pupils may appropriate one another's understandings. Appropriation – Leont'ev'sterm– is inaformal sense the sociohistorical equivalent of the biologically based term assimilation.The teacher ...
Stranica
... contexts. This is a practical problem for educational research because many people suspected that some children do better thinking in informalsettings than in classroom ortest settings. It is also a profound theoretical problem because ...
... contexts. This is a practical problem for educational research because many people suspected that some children do better thinking in informalsettings than in classroom ortest settings. It is also a profound theoretical problem because ...
Stranica
... in this book resulted fromthe convergence of three research programs.The problems we outlinein this section emerged in relation to debates about culturaldeprivation and context specificity. In the 1970's, a profound problem in the analysis.
... in this book resulted fromthe convergence of three research programs.The problems we outlinein this section emerged in relation to debates about culturaldeprivation and context specificity. In the 1970's, a profound problem in the analysis.
Stranica
... contexts. Since neither specific structures of language/dialect nor structures oflanguage use/pragmatics covaried with success and failure, moreneeded to be known about the processesof performanceinschool, if progress wasto bemade ...
... contexts. Since neither specific structures of language/dialect nor structures oflanguage use/pragmatics covaried with success and failure, moreneeded to be known about the processesof performanceinschool, if progress wasto bemade ...
Sadržaj
Buildingtasks into curriculum units 3 Makinggoalshappen | |
Social mediation goesinto cognitivechange 7 How theWesthas won 8 Conclusions for a cognitive science of education | |
Ostala izdanja - Prikaži sve
The Construction Zone: Working for Cognitive Change in School Denis Newman,Peg Griffin,Michael Cole Ograničeni pregled - 1989 |
The Construction Zone: Working for Cognitive Change in School Denis Newman,Peg Griffin,Michael Cole Pregled nije dostupan - 1922 |
The Construction Zone: Working for Cognitive Change in School Denis Newman,Peg Griffin,Michael Cole Pregled nije dostupan - 1989 |
Uobičajeni izrazi i fraze
ability groups achievement algorithm allthe amplifier analysis andthe answer approach appropriation arithmetic atracer beakers behavior canbe Chapter checking chemicals activity child child’s classroom coding cognitive change cognitive science cognitive scientists cognitive tasks cognitivechange combinations task concept constraints context cultural curriculum cycle didnot Dieguenos discourse discussion domain dynamic assessment educational Elvia example Fodor fromthe functional system goal Griffin individual instructional interactions intelligent tutoring systems interpretation interpsychological intersection procedure inthe involved isan isnot laboratory language learning lesson long division movie star Native American ofthe Oncea onthe organization pairs Piaget’s proximal development psychological psychologists question quotient record representation responses sequence sessions settings simple division situation social interaction sociohistorical specific strategy structure Successive Approximation teacher teacher–child interaction teaching thatthe thatwe thechild thechildren thegoal theory thesame Thesetting thesocial thetask theteacher tobe tothe tracer tutorial understanding Vygotsky’s withthe worksheet