1,721,085 research outputs found
Towards an account of teaching general thinking skills that is compatible with the assumptions of sociocultural theory
No full textThe sociocultural paradigm in educational research, emphasising the situatedness of learning and the embeddedness of thought in cultural and linguistic practices, has called into question the plausibility of the enterprise of teaching general thinking skills. In this paper I argue that the sociocultural research programme needs an adequate conceptualisation of general thinking skills if it is not to be vulnerable to various criticisms, including that of a lack of reflexivity, connected with the charge of relativism. I go on to argue that Habermas’ insight that rationality can be described in terms of a speech situation can be adapted to provide a coherent redescription of general thinking skills. This redescription of reason, compatible with the assumptions of the socio-cultural paradigm, is in terms of the orientations and ground rules that structure an always socially situated but self-reflective and self-transcending type of dialogue. On this account teaching general thinking skills can be conceptualised as induction into the practice of dialogue across difference
The role of educational software as a support for teaching and learning conversations
Full text linkMuch recent educational research focuses on teaching and learning within classroom conversations. This raises the question of the role of ICT as a support for such conversations. The central argument of this paper is that the dual nature of computers, as machines (objects) which can be made to act as if they were people (subjects), allows them to play a potentially distinctive and valuable role within educational conversations. This role is to resource and, at the same time, to frame and direct, learning conversations amongst small groups of children. Evidence in support of this argument is provided through the findings of an empirical study. In the study preparation for group work at computers was combined with the use of principles for the selection and design of software in order to develop educational activities to support discussion within the science and maths curricula over one year. One hundred and nineteen children aged between nine and ten participated in the study. The evaluation included video-recording, transcript analysis and a matching control group who covered the same areas of the curriculum without the intervention. The qualitative findings show learning occurring in the talk of the children working around computers and the quantitative findings suggest that this approach can produce significant learning gains within the normal curriculum
Editorial. Special issue on deliberation with computers: exploring the distinctive contribution of new technologies to collaborative thinking and learning
Full text linkThis paper focuses on three distinctive ways in which educational software can support learning dialogues in primary classrooms. After a re-capitulation of published research on Initiation, Discussion, Response, Feedback (IDRF) exchanges, where the computer is used to stimulate discussion and then direct it through using feedback, we ask if there are other ways in which educational software and pedagogy can combine to support learning dialogues. We describe the effect of combining preparation for exploratory talk at the computer with group strategy games played against the computer and then we discuss, with examples, the role of software (in this case Bubble Dialogue) that allows groups to externalise their thoughts in order to reflect upon them. We argue that these three types of educational activity exemplify distinctive ways in which the computer enters into and supports educational dialogues
Thinking and Learning with ICT: Raising achievement in primary classrooms
No full textA book for teachers and researchers combining research findings and advice.Primary teachers need to incorporate the use of computers in their daily lesson plans, but how can this be done most effectively to promote learning skills in the classroom? In this fascinating book, the authors outline a strategy for enhancing the effectiveness of computers for teaching and learning with an emphasis on:
* raising pupil achievement in the core subject areas
* developing collaborative learning in small groups
* using group discussions as a way of improving general communication, as well as thinking and reasoning skills
The approach is to use computers as a support for collaborative learning in small groups and the book presents ways to prepare pupils for talking, learning and thinking together around computers. Excerpts from pupils' discussions illustrate the main issues and guidance on lesson planning and developing and choosing appropriate software is also provided. Thinking and Learning with ICT will be a valuable resource for primary teachers and student teachers. <br/
Radical Encouragement: Creating Cultures for Learning
No full textRadical Encouragement is an approach to developing dispositions, skills and strategies for better thinking and learning. It combines tried-and-tested work on Philosophy for Childre, thinking skills, coaching and dispositions (or 'Habits of Mind'). This book provides an overview of the components of Radical Encouragement illustrated by the inspiring work of NRAIS (Northumberland Raising Aspirations in Society) - an independent organisation working with teachers, learners, parents and community groups
Reason and creativity in classroom dialogues
No full textThe development of reason has long been an important aim for education. This is possibly reflected in the emphasis on the importance of explicit verbal reasoning in definitions of ‘Exploratory Talk’: a concept that has had some influence on classroom teaching. In this paper I argue from transcript evidence that, while Exploratory Talk is a specific dialogical model of reason that has proved to be a useful pedagogic tool, there are educationally valuable ways of talking together that are characterised more by verbal creativity than by explicit reasoning. Close analysis of actual dialogues highlights the essential importance of verbal creativity even to the task of solving reasoning test problems in small groups. This analysis also suggests that the extent and quality of creativity found in classroom dialogues is influenced by shared ground rules. This implies the need to expand our understanding of dialogical reason to incorporate creativity and to develop dialogical models to support the stimulation and channelling of creativity in educational contexts
Stand-alone computers supporting learning dialogues in primary classrooms
Full text linkThis paper focuses on three distinctive ways in which educational software can
support learning dialogues in primary classrooms. After a re-capitulation of published research on Initiation Discussion Response Feedback (IDRF) exchanges, where the computer is used to stimulate discussion and then direct it through using feedback, we ask if there are other ways in which educational software and pedagogy can combine to support learning dialogues. We describe the effect of combining preparation for exploratory talk at the computer with group strategy games played against the computer and then we discuss, with examples, the role of software (in this case Bubble Dialogue) that allows groups to externalise their thoughts in order to reflect upon them. We argue that these three types of educational activity exemplify distinctive ways in which the computer enters into and supports educational dialogues
When technology becomes thinking
No full textIn this chapter we argue that communication technology is relevant to
the debate about idiographic versus nomothetic methodologies. Recent
applications, such as social networks (SN) and user-generated content (UGC)
are able to foster reflexive thinking. To explain how technology participates
in reflexive thinking two connected loops are described: (a) between
externalization and internalization; (b) between individual and society.
Both loops are described with reference to real educational experiences
where technology plays a relevant role. With regard to the externalization/
internalization loop, we maintain that, once in the Internet, an event is
externalized through objectification and then individuals reinterpret each
externalized event, including it into an internal world again. As far as
concerns the individual/society loop, we argue that when an individual act
of thinking is embodied in a shared sign within the digitally mediated social
world, it is intersubjectively elaborated. The intersubjectively elaborated
signs then return inwards to shape the formation of individual experiences
on the inside of thought. These two loops are dynamic two-way processes;
by interacting they become progressively deeper and more extended. The intersection of these two processes makes technology able to extend the
space of reflexive thinking by opening up new dialogic spaces and expanding
dialogic space. Our final argument is that, like thought, knowledge is neither
purely nomothetic nor purely idiographic but always to some extent dialogic
in that it depends on the tension between inside, “idiographic” and outside,
“nomothetic” perspectives
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