NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ778868
Record Type: Journal
Publication Date: 2003
Pages: 13
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0883-0355
Scaffolding the Development of Effective Collaboration and Learning
Rojas-Drummond, Sylvia; Mercer, Neil
International Journal of Educational Research, v39 n1-2 p99-111 2003
Research in Mexican and British schools provides an empirical basis for arguing that, by the use of certain kinds of interactional strategies, teachers can enable children to become more able in managing individual and joint reasoning and learning activities in the classroom. The research described is based on a sociocultural conception and analysis of education, which focuses on the ways that children can be inducted into the communicative and intellectual activities of the classroom as a "community of enquiry". The research has provided (a) an account of strategies teachers use, and for relating teacher's scaffolding to the interactive process of knowledge construction; (b) an analysis of ways that children talk when working together on joint activities; and (c) a practical method for promoting children's effective collaboration, communication, reasoning and learning, successfully tested with British and Mexican primary school children. The results of the research are discussed in relation to a Vygotskian conception of the relationship between "intermental" (social) and "intramental" (psychological) development.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico; United Kingdom