{"product_id":"learning-together","title":"Learning Together","description":"\u003cp\u003eSolidly grounded in theory and empirical evidence, this book presents a novel methodological framework for fostering \u003cem\u003eCommunities of Dialogic Inquiry\u003c\/em\u003e in primary education called \u003cem\u003eLearning Together\u003c\/em\u003e. These communities create collaborative networks of distributed cognition among school, university, and local community members to equip  apprentices  with a firm scientific foundation, complemented by a robust humanistic citizenship culture, enabling their participation in socioscientific practices in an informed, critical, responsible and inclusive fashion. \u003cem\u003eLearning\u003c\/em\u003e \u003cem\u003eTogether\u003c\/em\u003e provides concrete, articulated, and richly illustrated teaching-learning strategies for cultivating these communities in diverse school and community settings. \u003c\/p\u003e\u003cp\u003e\u003cem\u003e In this book, the authors make a distinctive, strong and important contribution to our understanding of how education can be made most productive. They draw on a wealth of schools-based research, including their own, to link what is known about the ways humans learn and what can and should happen in classrooms. It should help to promote a more accurate conception of education as a social, cultural, communicative activity, rather than a process whereby teachers simply transmit knowledge to students. I hope it is read by teachers, researchers and others involved in education everywhere .\u003c\/em\u003e   Neil Mercer, Emeritus Professor of Education, University of Cambridge, UK\u003c\/p\u003e\u003cp\u003e\u003cem\u003e For the authors of this fascinating and timely volume, communities of dialogic inquiry have two main aims: fostering skills that support a key human activity (learning for dialogue) and applying those skills in knowledge acquisition (learning through dialogue). The authors ground those aims in a novel yet convincing interpretation of sociocultural theory: the insightful and wide-ranging literature review that underpins their approach will be appreciated by researchers and practitioners alike. At the same time, the volume goes far beyond theory: it concludes with case studies, which indicate in detail how dialogic inquiry can be embedded in classrooms .\u003c\/em\u003e   Christine Howe, Emeritus Professor, University of Cambridge, UK\u003c\/p\u003e","brand":"Buchserien.de","offers":[{"title":"Neuware","offer_id":53951316033874,"sku":"9783032060174","price":139.09,"currency_code":"EUR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0615\/7002\/3593\/files\/unnamed_da6fd01b-c350-407d-ae3c-6765d503a877.jpg?v=1783460726","url":"https:\/\/www.buchserien.de\/products\/learning-together","provider":"Buchserien.de","version":"1.0","type":"link"}