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État de publication: Publiée (2010 ,14 Mai )
Titre du livre: New Science of Learning: Cognition, computers and Collaboration in Education
Éditeur: Springer
Lieu: New York, États-Unis
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Intervalle de pages: 485-502
ISBN: 978-1-4419-5715-3
URL: https://www.kbip.co/sites/kbip.co/files/publications/NewScienceofLearning.pdf
Résumé: Several studies have indicated that meaningful discourse is the most relevant classroom variable for learning; but is not pervasive in North American schools (Applebee, 1996). Traditionally, and unlike conventional conversation or dialogue in research or professional communities, classroom discourse typically conforms to a participation structure controlled by the teacher. Teachers ask most questions, call on students to answer, and allocate turns (Greenleaf & Freedman, 1993). The discourse between teacher and students is then limited to a format with the purpose of transmitting information where the teacher already knows the answer.
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