This article characterizes the Dialogic Learning (DL) approach, presenting its constitutive elements using literature related to studies that have dealt with this theme in specific context of practices and learning math classes. In way, conception dialogue is practiced lies interaction between educator learner through written language. The text also reports shows two illustrative records are us...

Purpose The purpose of this study is to examine how dialogic spaces were co-constituted (opened, broadened and deepened) between students engaged in divergent convergent collaborative learning tasks, orchestrated by teachers Finnish primary secondary schools. concept space refers a dynamic, shared resource ideas dialogue has come represent an ideal form educational interaction, the contexts lea...

This research illustrates the efficacy of a new approach for collecting and analyzing family conversational data at museums and other informal settings. This article offers a detailed examination of a small data set (three families) that informs a larger body of work that focuses on conversation as methodology. The dialogic content of this work centers on biological themes, specifically adaptat...

In this paper, we share a model of game-based learning for use in the context of classroom learning in school. The model is based on the dialectic interaction between game play and dialogic engagement with peers and teacher on one hand and a developmental trajectory of competence-through-performance on the other. It is instantiated in the context of a learning program related to citizenship edu...

The aim of this study is to examine and to describe how student teachers engaged in courses in web-based learning environments over a period of 40 weeks develop a collective competence to collaborate. The collective competence of collaboration is defined as the level of learning ability a group of students express when using dialogues as a tool for their own and other’s learning in a web-based ...

ion. The second coordinate will represent the object reference of the concept. (Vygotsky, 1986 p199) Many of those who quote Vygotsky as if he was a dialogic thinker compatible with Bakhtin are most influenced by the edited collection of translations of his work which appeared in 1978 under the title: Mind in Society. This collection is suspect as a representation of Vygotsky. The editors of th...

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and func...

Although an abundant literature documents preliterate children's word learning success from shared storybook reading, a full synthesis of the factors which moderate these word learning effects has been largely neglected. This meta-analysis included 38 studies with 2,455 children, reflecting 110 effect sizes, investigating how reading styles, story repetitions, tokens and related factors moderat...

Dialogic learning and interactive groups have proved to be a useful educational methodological approach in lifelong learning with adults. The principles of this approach stress the importance of dialogue and equal participation in every stage of the learning process – including the design of the training activities. This paper adopts these principles as the basis for a configurable template tha...

This article presents the genesis and main elements that compose cycle of dialogic learning. The development concept self-controlled sustainable learning is based on a personal encounter between two teachers entirely different subjects: Mathematics German. Two examples show how uncomplicated teaching mathematics in classroom can be, once teacher has gained courage to trust capabilities children...