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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education » (1st Edition)

Authors: Gordon Wells, C. Gordon Wells, Roy Pea
ISBN-13: 9780521637251, ISBN-10: 0521637252
Format: Paperback
Publisher: Cambridge University Press
Date Published: August 1999
Edition: 1st Edition

A view of Vygotsky's unique vision of education.

	Conventions of Transcription
	Introduction
1	The Complementary Contributions of Halliday and Vygotsky to a "Language-based Theory of Learning"	3
2	In Search of Knowledge	51
3	Discourse and Knowing in the Classroom	98
4	Text, Talk, and Inquiry: Schooling As Semiotic Apprenticeship	135
5	Putting a Tool to Different Uses: A Reevaluation of the IRF Sequence	167
6	From Guessing to Predicting: Progressive Discourse in the Learning and Teaching of Science	209
7	Using the Tool-kit of Discourse in the Activity of Learning and Teaching	231
8	Making Meaning with Text: A Genetic Approach to the Mediating Role of Writing	267
9	On Learning With and From Our Students	293
10	The Zone of Proximal Development and Its Implications for Learning and Teaching	313
App. I	A Social Constructivist Model of Learning and Teaching	335
App. II	Categories for the Analysis of Discourse	337
	References	339
	Index of Authors	355
	Index of Subjects	360