Social Interaction in Learning and Instruction
D. van der Aalsvoort H. Cowie, Geerdina Van der AalsvoortBooks.org participates in affiliate programs including Bookshop.org and the Amazon Services LLC Associates Program. We may earn a commission from qualifying purchases made through links on this page, at no additional cost to you.
Overview
This exciting new text examines how knowledge is socially constructed and shared through discursive interactions within the classroom community. The contributors discuss the meaning of the cognitive, emotional and social discourses that exist between teachers and learners and suggest how teachers can create an effective learning partnership to stimulate children. The authors also consider how children, in turn, construe the curriculum and how they perceive the ground-rules and peer-relationships within the classroom community. By reporting findings from state-of-the-art studies in a range of Western cultural contexts, the authors are able to overview key theoretical perspectives and synthesise the methods currently being developed for measuring social interaction in learning and instruction.This exciting new text examines how knowledge is socially constructed and shared through discursive interactions within the classroom community. The contributors discuss the meaning of the cognitive, emotional and social discourses that exist between teachers and learners and suggest how teachers can create an effective learning partnership to stimulate children. The authors also consider how children, in turn, construe the curriculum and how they perceive the ground-rules and peer-relationships within the classroom community. By reporting findings from state-of-the-art studies in a range of Western cultural contexts, the authors are able to overview key theoretical perspectives and synthesise the methods currently being developed for measuring social interaction in learning and instruction.
Synopsis
This exciting new text examines how knowledge is socially constructed and shared through discursive interactions within the classroom community. The contributors discuss the meaning of the cognitive, emotional and social discourses that exist between teachers and learners and suggest how teachers can create an effective learning partnership to stimulate children. The authors also consider how children, in turn, construe the curriculum and how they perceive the ground-rules and peer-relationships within the classroom community. By reporting findings from state-of-the-art studies in a range of Western cultural contexts, the authors are able to overview key theoretical perspectives and synthesise the methods currently being developed for measuring social interaction in learning and instruction.