Towards a Dialogic Theory of How Children Learn to Think

Autor/in	Wegerif, Rupert
Titel	Towards a Dialogic Theory of How Children Learn to Think
Quelle	In: Thinking Skills and Creativity, 6 (2011) 3, S.179-190 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1871
DOI	10.1016/j.tsc.2011.08.002
Schlagwörter	Children; Thinking Skills; Learning; Learning Theories; Identification; Dialogs (Language); Classroom Communication; Elementary Education + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Denkfähigkeit; Lernen; Learning theory; Lerntheorie; Identifikation; Identifizierung; Dialog; Dialogs; Dialogue; Dialogues; Klassengespräch; Elementarunterricht
Abstract	This paper develops a dialogic theory of thinking and of learning to think that has implications for education. The theory is offered as a contrast to theories that are based on both Piaget and Vygotsky. The paper proceeds by unpacking and interweaving three key concepts: dialogue, thinking and learning in order to argue that learning to think can be understood as a shift in self-identification towards becoming dialogue. This theory is then applied to the context of primary classrooms through the analysis of three short episodes of interaction. These analyses offer evidence that a dialogic theory of learning to think can offer new and valuable insights into classroom interaction with the potential to inform pedagogy. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10