Exploratory Talk for Learning

Abstract

Barnes begins by outlining a ‘constructivist ’ view of the nature of learning, and explores its implications for teaching, including the idea that coming to terms with new knowledge requires ‘working on understanding ’ which can most read-ily be achieved through talk. Two kinds of talk, ‘exploratory ’ and ‘presentational’, contribute to learning, but each has a different place in the sequence of lessons. Since learning in schools is a social activity, the discussion of learning moves from the individual to the group. A distinction is made between ‘school knowledge’ and ‘action knowledge’, and teachers are advised to consider whether their pupils ’ conception of the nature of learning is appropriate. The chapter con-cludes with the discussion of some practical implications for teachers. For Discussion 1 What are the main elements in the view of learning called ‘constructivism’? 2 How must these elements be modified to take account of a ‘social con-structivist ’ perspective? 3 What are the practical implications for teaching these views of learning?