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The construction zone : working for cognitive change in school / Denis Newman, Peg Griffin, Michael Cole; colab. Shelia Broyles, Andrea L. Petitto, Marilyn G. Quinsaat

Main Author Newman, Denis Coauthor Griffin, Peg
Cole, Michael, 1938-
Secondary Author Broyles, Shelia
Petitto, Andrea L.
Quinsaat, Marilyn G.
Country Estados Unidos. Publication Cambridge, Mass. : Cambridge University Press, imp. 1993 Description XV, 169 p. ; 23 cm Series Learning in doing social, cognitive, and computational perspectives ISBN 0-521-38942-9 CDU 37.015.3 373.3
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Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca Geral da Universidade do Minho
BGUM 37.015.3 - N Available 191936
Total holds: 0

Enhanced descriptions from Syndetics:

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.

Table of contents provided by Syndetics

  • Series foreword (p. vii)
  • Foreword (p. ix)
  • Acknowledgments (p. xv)
  • 1 Introduction (p. 1)
  • 2 Building tasks into curriculum units (p. 17)
  • 3 Making goals happen (p. 32)
  • 4 Basic concepts for discussing cognitive change (p. 59)
  • 5 Assessment versus teaching (p. 76)
  • 6 Social mediation goes into cognitive change (p. 90)
  • 7 How the West has won (p. 114)
  • 8 Conclusions for a cognitive science of education (p. 134)
  • References (p. 157)
  • Author index (p. 165)
  • Subject index (p. 167)

Author notes provided by Syndetics

Denis Newman is a senior scientist at BBN Laboratories in Cambridge, Massachusetts
Peg Griffin and Michael Cole are professors at the Laboratory of Comparative Human Cognition at the University of California, San Diego

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