Thinking with Others: The Social Dimension of Learning in Families and Schools  

Oleh:

Pontecorvo, Clotilde

Jenis: Article from Books - E-Book
Dalam koleksi: Joining Society Social Interaction and Learning in Adolescence and Youth, page 227-240.
Topik: Thinking; Social Dimension of Learning
Fulltext: Thinking with Others The Social Dimension of Learning in Families and Schools.pdf (350.4KB)

Isi artikel

This research interest began while I was studying curriculum implementation in innovative school settings with an interdisciplinary group of researchers. I was particularly struck by the collective development of reasoning through arguing and opposition, which could easily be observed when primary and secondary schoolchildren had the right to speak freely, as in a normal conversation (Pontecorvo, 1987). In social settings such as autonomous or teacher-guided groups, students were allowed and requested to say what they actually thought about a physical or biological phenomenon, a social event, a historical document, a literary text, an everyday issue, and so on: in other words, about something that was really questionable and problematic for them and that they wanted to understand thoroughly. As shown by scholars such as Barnes (1976; Barnes & Todd, 1977), it is possible to cre- ate the proper motivation to think and learn in children when interacting and speaking in a group within the context of primary or secondary schools.

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