Chapitres de livre
2010, 14 mai
New Science of Learning: Cognition, computers and Collaboration in Education
New York, États-Unis
Several studies have indicated that meaningful discourse is the most relevant classroom variable for learning; but is not pervasive in North American schools (Applebee, 1996). Traditionally, and unlike conventional conversation or dialogue in research or professional communities, classroom discourse typically conforms to a participation structure controlled by the teacher. Teachers ask most questions, call on students to answer, and allocate turns (Greenleaf & Freedman, 1993). The discourse between teacher and students is then limited to a format with the purpose of transmitting information where the teacher already knows the answer.