The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Children's Talk and the Development of Reasoning in the Classroom
Abstract
Sixty British primary school children aged 9‐10 and their teachers took part in an experimental teaching programme, designed to improve the quality of children's reasoning and collaborative activity by developing their awareness of language use and promoting certain ‘ground rules’ for talking together. Children's subsequent use of language when carrying out collaborative activities in the classroom was observed and analysed, and effects on their performance on Raven's Progressive Matrices test of non‐verbal reasoning were also investigated. Comparative data were gathered from children in matched control classes. Qualitative and quantitative analyses of discourse showed a marked shift in target children's use of language in accord with the aims of the teaching programme, and demonstrated that adherence to the ground rules helped groups solve the reasoning test problems. Children's individual scores on the Raven's test also improved. These findings support a sociocultural view of intellectual development and confirm the value of explicitly teaching children how to use language to reason.
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Cites
Vygotsky, L. S. (1964) · Bulletin of the Orton Society · doi:10.1007/bf02928399 · Cited by 20,704
Apprenticeship in Thinking: Cognitive Development in Social Context
Rogoff, B. (1990) · doi:10.1093/oso/9780195059731.001.0001 · Cited by 4,709
Cited by
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Self-citationClassroom dialogue: a systematic review across four decades of research
Howe, C., & Abedin, M. (2013) · Cambridge Journal of Education · doi:10.1080/0305764x.2013.786024 · Cited by 606
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories
Asterhan, C. S. C., & Schwarz, B. B. (2016) · Educational Psychologist · doi:10.1080/00461520.2016.1155458 · Cited by 338
Teaching Children How to Use Language to Solve Maths Problems
Mercer, N., & Sams, C. (2006) · Language and Education · doi:10.2167/le678.0 · Cited by 314
Self-citationStudent thought and classroom language: examining the mechanisms of change in dialogic teaching
Reznitskaya, A., & Gregory, M. (2013) · Educational Psychologist · doi:10.1080/00461520.2013.775898 · Cited by 289
Metadata
- Authors
- Mercer, N., Wegerif, R., & Dawes, L.
- Venue
- British Educational Research Journal
- Publisher
- Wiley
- Published
- 1999-02
- Volume
- 25
- Issue
- 1
- Pages
- 95-111
- ISSN
- 0141-1926 (ISSN-L)
- 1469-3518
- OpenAlex
- W2046671499
- Cited by
- 695
- References
- 2
- FWCI
- 12.49
- Type
- journal article
- 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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