Cognitive Perspectives on Peer Learning

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology
Cover of the book Cognitive Perspectives on Peer Learning by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781135688189
Publisher: Taylor and Francis Publication: April 8, 2014
Imprint: Routledge Language: English
Author:
ISBN: 9781135688189
Publisher: Taylor and Francis
Publication: April 8, 2014
Imprint: Routledge
Language: English

The contribution of this volume to the literature on peer learning is its focus on approaches that reflect a common concern with cognitive processes based in developmental, information processing, or more generally, constructivist perspectives on peer learning. Although the clear importance of the social context of peer learning is not ignored, the volume's emphasis is on the cognitive growth that occurs within the learning environment.

Any discussion of peer learning involves consideration of who is learning, how the role of peers with whom one works can be conceptualized, what it is that peers learn together, what changes as a result of the interaction, and how we can know what occurs in groups or what has been learned. The chapters in this book speak to these questions. The key question underlying many of these others is why we should worry about the intricacies of peer interaction. Both the practical and theoretical reasons for doing so are delineated.

The developmental theory presented in the Introduction lays the foundation for the later descriptions of specific techniques, though many of the techniques reflect a range of other influences as well. Part I presents the implications of the work of two major theorists in cognitive development, Piaget (Ch. 1) and Vygotsky (Ch. 2). In Part II, six chapters describe a variety of peer learning techniques or models of collaboration, many of which are influenced by the work of Piaget and Vygotsky. The chapters in Part III consider the role of the teacher and the skills needed when using peer learning as an instructional strategy. The Conclusion points to areas in which further research is needed.

This volume is based on original papers presented by the contributing authors in November 1996 at the Rutgers Invitational Symposium on Education on Cognitive Skills and Learning With Peers.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

The contribution of this volume to the literature on peer learning is its focus on approaches that reflect a common concern with cognitive processes based in developmental, information processing, or more generally, constructivist perspectives on peer learning. Although the clear importance of the social context of peer learning is not ignored, the volume's emphasis is on the cognitive growth that occurs within the learning environment.

Any discussion of peer learning involves consideration of who is learning, how the role of peers with whom one works can be conceptualized, what it is that peers learn together, what changes as a result of the interaction, and how we can know what occurs in groups or what has been learned. The chapters in this book speak to these questions. The key question underlying many of these others is why we should worry about the intricacies of peer interaction. Both the practical and theoretical reasons for doing so are delineated.

The developmental theory presented in the Introduction lays the foundation for the later descriptions of specific techniques, though many of the techniques reflect a range of other influences as well. Part I presents the implications of the work of two major theorists in cognitive development, Piaget (Ch. 1) and Vygotsky (Ch. 2). In Part II, six chapters describe a variety of peer learning techniques or models of collaboration, many of which are influenced by the work of Piaget and Vygotsky. The chapters in Part III consider the role of the teacher and the skills needed when using peer learning as an instructional strategy. The Conclusion points to areas in which further research is needed.

This volume is based on original papers presented by the contributing authors in November 1996 at the Rutgers Invitational Symposium on Education on Cognitive Skills and Learning With Peers.

More books from Taylor and Francis

Cover of the book The Music Documentary by
Cover of the book Theories of Value from Adam Smith to Piero Sraffa by
Cover of the book Culture Of Honor by
Cover of the book Acquainted with the Night by
Cover of the book The Routledge Handbook of Language Testing by
Cover of the book Democracy in Crisis (Works of Harold J. Laski) by
Cover of the book Geographies of Modernism by
Cover of the book The Rule of Law and the Separation of Powers by
Cover of the book Coping with Infertility by
Cover of the book Evolutionary Psychology, Public Policy and Personal Decisions by
Cover of the book Globalization, Prostitution and Sex Trafficking by
Cover of the book Armed Conflict and Forcible Displacement by
Cover of the book Nietzsche, Heidegger, and Buber by
Cover of the book God, Schools, and Government Funding by
Cover of the book Understanding Institutional Shareholder Activism by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy