14 SES 08 A, Policies and Actions to Promote School-Family-Community Links - The Concept of Cooperation
Learning sciences have shown, since the first contributions to the dialogic turn in social sciences (Berger and Luckmann, 1988; Habermas, 1987; Searle, 1969; Schutz and Luckmann, 1977), that processes of teaching and learning based on interactive environments improve the quality of learning. In this sense the dialogic turn in social sciences has been mainly based on Vygotsky’s (1978) conceptions and other theories derived from cultural-historical psychology. His major contribution is based on the idea that learning initially occurs in social interaction and then becomes an intrapsychological activity. He makes up the concept of “Zone of Proximal Development” showing how this relationship occurs from the inter-psychological sphere to the intra-psychological through a mediation established by an adult or other guides more capable (Vygotsky, 1978). Therefore the social aspect of learning acquires a crucial role. Other authors (Bruner, 1973; Radziszewka & Rogoff, 1991) have sustain their learning theories on culture, community and interaction, highlighting the importance of transforming classrooms in learning environments for promoting student’s learning. Expanding this idea of a collaborative knowledge construction several concepts such us “Communities of Practice” have been developed (Lave and Wenger, 1991), “Dialogic inquiry Communities” (Wells, 1999), “Schools as learning communities” (Brown and Campione, 1994; Rogoff, Goodman and Barlett, 2001).
There is little transfer from scientific contributions to classroom’s reality. Thus, INCLUD-ED project (2006-211) evidences, seeks how to introduce successful measures to improve students' learning. One of these measures related to how to organize spaces and curriculum within classroom are interactive groups (Racionero, García, Ortega y Flecha, 2012). This measure promotes learning environments based on the quantity and quality of social interactions. In this paper we aim to: (1) extract dimensions and variables (not closed), through dialogue among agents involved in the learning process; this objective will focus on improving the evaluation of this measure, endeavoring to improve teachers’ performance. (2) Develop a proposal for teachers who want to put into practice this measure.
Berger, P. L. Y Luckman, T. (1988). La construcción social de la realidad. Buenos Aires: Amorrortu. Brown, A. L. & Campione, J. C. (1994). Guided discovery in a community of learners. En K. McGilly, (Ed).,Classroom lessons: Integrating cognitive theory and classroom practice. (pp. 229-270). Cambridge, MA: The MIT Press. Bruner, J. (1973) Más allá de la Información Dada. Nueva York: Norton. Gómez, J., Latorre, A., Sánchez, M., Flecha, R. (2006) Metodología Comunicativa Crítica. Barcelona: El Roure Editorial S.A. Habermas, J. (1987) La Acción Comunicativa. Tomo I. Madrid: Editorial Taurus. INCLUDED-ED consortium. (2011) Actuaciones de éxito en las escuelas europeas. Colección de Estudios CREADE, 9. Consultado el 15/05/2012 en http://educacion.gob.es/dctm/?documentId=0901e72b81205e88 Lavew, J. & Wenger, E. (1991) Situated learning. Legitimate peripheral participation. Cambridge, M.A: Cambridge University Press. Racionero, S., Ortega, S., García, R., Flecha, R. (2012). Aprendiendo contigo. Barcelona: Hipatia Radziszewska, B., & Rogoff, B. (1991) Children’s guided participation in planning imaginary errandswith skilled adult or peer partners. Developmental Psychology, 27, 381–389. Rogoff, B., Goodman Turkanis, C., & Bartlett, L. (2001) Learning together: Children and adults in a school community. New York: Oxford University Press. Searle, J. (1969) Speech acts, an essay in the philosophy of language. Cambridge: Cambridge University Press. Schutz, A. & Luckmann, T. (1977). Las estructuras del mundo de la vida. Buenos Aires: Amorrortu. Touriane, A.; Wieviorka, M.; & Flecha, R. (2004) Conocimiento e identidad.Voces de grupos culturales en la investigación social. Barcelona: Hipatia. Vygotsky, L. S. (1978). Pensamiento y lenguaje. Madrid: Paidós.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.