In-depth ethnographic study, w/ systematic data collection, of a Freirean-based adult literacy program in rural El Salvador, using a sociolinguistic literacy devel. lens. Highlights the relevance of resulting insights & principles for adult literacy educ
Autorentext
Victoria Purcell-Gates, Robin A. Waterman
Zusammenfassung
This volume explores the integration of recent research on everyday, classroom, and professional scientific thinking. It brings together an international group of researchers to present core findings from each context; discuss connections between contexts, and explore structures; technologies, and environments to facilitate the development and practice of scientific thinking. The chapters focus on: * situations from young children visiting museums, * middle-school students collaborating in classrooms, * undergraduates learning about research methods, and * professional scientists engaged in cutting-edge research. A diverse set of approaches are represented, including sociocultural description of situated cognition, cognitive enthnography, educational design experiments, laboratory studies, and artificial intelligence. This unique mix of work from the three contexts deepens our understanding of each subfield while at the same time broadening our understanding of how each subfield articulates with broader issues of scientific thinking. To provide a common focus for exploring connections between everyday, instructional, and professional scientific thinking, the book uses a "e;practical implications"e; subtheme. In particular, each chapter has direct implications for the design of learning environments to facilitate scientific thinking.
Inhalt
Contents: Preface. Part I: Contexts. Adult Literacy and Paulo Freire: A Lens for Hope. Revolutionary Struggle and Literacy: Historical Context. A Literacy Class Takes Shape: Eight Women's Literacy Histories and Motivations. Part II: The Literacy Class. The Literacy Class: Engaging With Social Reality and Print to Effect Change. Learning Through Dialogue: Reading and Writing the World. The Language of the People: Issues of Language and Power. Dialogic Practice: The Teacher as Student and the Student as Teacher. Quién Fui, Quién Soy, Quién Puedo Ser? Who Was I, Who Am I, Who Can I Be? Part III: Insights for Adult Literacy Education. Literacy Development and Freirean-Based Pedagogy. Appendices: Researchers' Histories and Stances. Methodology.