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Cited by 1,503

The DOI matches its Crossref record.

Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education

Wells, Gordon·1999·Cambridge University Press eBooks
DOI 10.1017/cbo9780511605895
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Abstract

For more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M. A. K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers.

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Metadata

Authors
Wells, G.
Venue
Cambridge University Press eBooks
Publisher
Cambridge University Press
Published
1999-08-28
DOI
10.1017/cbo9780511605895
OpenAlex
W4298290096
Cited by
1,503
References
0
FWCI
19.59
Type
book
Language
en
Open access
closed

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

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