Título del libro: The Transformation Of Learning: Advances In Cultural-Historical Activity Theory
Título del capítulo: Dialogue for reasoning: Promoting exploratory talk and problem solving in the primary classroom
SYLVIA MARGARITA ROJAS RAMIREZ;
Autores externos:
Idioma:
Inglés
Año de publicación:
2008
Resumen:
INTRODUCTION In this chapter, we present a study based on previous investigations carried out through a nine-year collaboration between the Open University, in the United Kingdom, and the National Autonomous University of Mexico. In this endeavour, we seek to understand as well as to promote diverse cognitive, discursive, and cultural processes involved in the social construction of knowledge in Mexican and British primary school children. The data reported here address the development and promotion of a particularly effective type of talk, called ?exploratory talk,? as a discursive tool to facilitate social and individual reasoning in Mexican children. Our research follows a sociocultural perspective, whose fundamentals are rooted on the seminal ideas of Lev S. Vygotsky (e.g., 1962, 1978), and which have given rise to several and varied developments that can be included in this approach, in spite of their heterogeneity (e.g., Brown and Reeve, 1987; Cole, 1985, 1996; Coll, 1990; Coll, Palacios, & Marchesi, 2001; Elbers et al., 1992; Lave, 1991; Light & Butterworth, 1992; Mercer, 1995, 2000; Newman, Griffin, & Coll, 1989; Rogoff, 1990; Wertsch, 1985a, 1985b, 1991). This perspective has produced a great number of theoretical and methodological contributions, including particularly fruitful applications to understanding development and learning, as well as promoting social and educational processes. The sociocultural perspective assumes that cognition and other psychological phenomena are situated in and take their meaning from the social and cultural practices in which individuals participate. © Cambridge University Press 2008 and Cambridge University Press, 2009.
Entidades citadas de la UNAM:
ISBN:
9780511499937
Editorial:
Cambridge University Press Nombre de la publicación:
Dialogue for reasoning: Promoting exploratory talk and problem solving in the primary classroom
Página inicial:
319
Página final:
341
