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 Women, Crime, and Forgiveness in Early Modern Portugal by
Cover of the book Environment, Inequality and Collective Action by
Cover of the book Recovery After Traumatic Brain Injury by
Cover of the book Sustainable Landscape Planning by
Cover of the book Attachment in Sport, Exercise and Wellness by
Cover of the book Fighting Poverty and Social Exclusion in the EU by
Cover of the book Iranian-Russian Encounters by
Cover of the book Perspectives on Conceptual Change by
Cover of the book Sustainable Lean by
Cover of the book Flashbulb Memories by
Cover of the book The Connected Customer by
Cover of the book The Handbook of Community Mental Health Nursing by
Cover of the book Digital Football Cultures by
Cover of the book Yves Congar's Vision of the Church in a World of Unbelief by
Cover of the book Accounting in Australia (RLE Accounting) 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