Using Vygotsky's ideas, this book contributes to the
cultural-historical study of school children's learning. The focus
is not only on activities within the classroom, but on the
importance of various extraneous conditions, for example
educational ideology that can influence both instruction and
learning.
The comprehensive material is presented under five headings:
'School Traditions and Learning' which includes chapters covering
the problem of gender and special-needs education; learning
strategies in elementary school; and ZPD in a schooling context.
'Educational Practice that Combines Community Knowledge and Social
Science Studies' offers a look into dialogic research on learning
about the Kobe earthquake; the cultural identity of minority
children; a description of the way children in an inner-city youth
program talk and think about science, and relating how the children
were responsible themselves for a project involving the growing,
harvesting and marketing of herbs, flowers and vegetables; the
transforming of ethnocultural traditions in a modern environment.
'Everyday Knowledge and Mathematics and Physics Learning' considers
cognition in the classroom and analyses the teacher/learner
interactions that take place during a mathematics class, with
special focus on the cultural-historical approach; and a study of
learning activity in a Japanese mathematics classroom. 'Diversity
in Learning Modes' examines how students become subjects of
cooperative learning activity -- here the strategies developed by
girls seem to sustain 'mutual support', while the traditions that
characterise the learning strategies of boys do not show the same
level of cooperation; teacher-student interaction;the socio-moral
self-concept of 12 year old Finnish children. 'Classroom
Interaction and Discourse' covers the interactions between
knowledge and school environment; understanding classroom practice;
knowledge through childhood memories; and different ways of
organizing salient and problematic action.
This is an important book for teachers, administrators and
others who want to know more about how teachers teach and children
learn.
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