A Modest Proposal: Towards a Theory and Practice of Teaching Using Vygotsky's N + 1 Principle in Dialogic Learning
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| Title: | A Modest Proposal: Towards a Theory and Practice of Teaching Using Vygotsky's N + 1 Principle in Dialogic Learning |
|---|---|
| Language: | English |
| Authors: | Shayer, Michael |
| Source: | Journal of Cognitive Education and Psychology. 2022 21(2):135-155. |
| Availability: | Springer Publishing Company. 11 West 42nd Street 15th Floor, New York, NY 10036. Tel: 877-687-7476; Tel: 212-431-4370; Fax: 212-941-7842; e-mail: subscriptions@springerpub.com; Web site: https://connect.springerpub.com/content/sgrjcep |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Learning Theories, Sociocultural Patterns, Science Instruction, Dialogs (Language), Science Curriculum, Curriculum Development, Theory Practice Relationship, Piagetian Theory, Achievement Tests, Cooperative Learning, Outcomes of Education, Educational Change, Teacher Education Programs, Preservice Teachers, Science Teachers, Teaching Methods, Intelligence Quotient, Thinking Skills, Foreign Countries, Educational History, Elementary Secondary Education |
| Geographic Terms: | United Kingdom (England) |
| ISSN: | 1945-8959 1810-7621 |
| Abstract: | This article addresses the problem of "education for all," and offers a research proposal that replaces procedural learning by a learning practice whereby all are engaged. Although educational research since 1990 of dialogical learning (DL) and collaborative learning (CL) have shown that it is possible to promote the learning practices that they focus on, little evidence is available on long-term effects of school achievement. Teachers also face pressure from both the UK and USA governments having produced policy documents favouring procedural teaching. An exception is CASE, Cognitive Acceleration through Science Education (1984 onwards), and a 2-year course for 12-14 year-olds. This functioned by collaborative learning placed in highly structured theory-based science lessons based on Piagetian models of difficulty. Students consistently performed higher in National exams in science, maths and English at 16 (Shayer, 1999b). It is argued that a better way of changing teaching practice would be to place it in teachers' initial training. By assisting trainee science teachers, in designing their science curriculum lessons--assisted by DL and CL literature--to extract and use the same theory-base that had been used by CA staff for constructing CASE lessons, they would possess a valid theory and practice of teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://connect.springerpub.com/content/sgrjcep/21/2/135 |
| Accession Number: | EJ1368186 |
| Database: | ERIC |
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| Abstract: | This article addresses the problem of "education for all," and offers a research proposal that replaces procedural learning by a learning practice whereby all are engaged. Although educational research since 1990 of dialogical learning (DL) and collaborative learning (CL) have shown that it is possible to promote the learning practices that they focus on, little evidence is available on long-term effects of school achievement. Teachers also face pressure from both the UK and USA governments having produced policy documents favouring procedural teaching. An exception is CASE, Cognitive Acceleration through Science Education (1984 onwards), and a 2-year course for 12-14 year-olds. This functioned by collaborative learning placed in highly structured theory-based science lessons based on Piagetian models of difficulty. Students consistently performed higher in National exams in science, maths and English at 16 (Shayer, 1999b). It is argued that a better way of changing teaching practice would be to place it in teachers' initial training. By assisting trainee science teachers, in designing their science curriculum lessons--assisted by DL and CL literature--to extract and use the same theory-base that had been used by CA staff for constructing CASE lessons, they would possess a valid theory and practice of teaching. |
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| ISSN: | 1945-8959 1810-7621 |
