In its description of several years of painstaking classroom
observations and carefully crafted experimental interventions, the
'construction zone' makes clear the cleavage lines between the
everyday requirements of classroom teaching and the practice of
experimental psychologists. The best intentions of researchers to
improve education are often undermined by such differences. The
'construction zone' is the shared psychological space within which
teachers construct environments for their students' intellectual
development and students construct deeper understandings of the
cultural heritage embodied in the curriculum. The core of the book
is a set of analyses of children's developmental changes during
classroom lessons and individual tutorials designed to teach basic
concepts in such diverse areas as natural science, social studies,
and arithmetic. Fusing techniques currently in wide use in
microsociology, experimental psychology, and ethnographic studies
of the classroom, the authors offer a compelling vision of
intellectual development as a process of joint constructive
interaction mediated by cultural artifacts. Their approach makes it
possible to retain the strength of a developmental perspective
which treats intellectual change as a constructive process in the
spirit of Piaget, while making it clear that developmental change
is simultaneously a social process of cultural transformation as
emphasized by Vygotsky and his students.
Cambridge University Press (Virtual Publishing)
|Country of origin:
||Learning in Doing: Social, Cognitive and Computational Perspectives
• Peg Griffin
• Michael Cole
||Electronic book text
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