Rojas-Drummond / Rubio-Jimenez / Trigo-Clapés Learning Together

Fostering Communities of Dialogic Inquiry
Erscheinungsjahr 2025
ISBN: 978-3-032-06018-1
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 290 Seiten

Reihe: Behavioral Science and Psychology (R0)

Solidly grounded in theory and empirical evidence, this book presents a novel methodological framework for fostering in primary education called . These communities create collaborative networks of distributed cognition among school, university, and local community members to equip “apprentices” with a firm scientific foundation, complemented by a robust humanistic citizenship culture, enabling their participation in socioscientific practices in an informed, critical, responsible and inclusive fashion. provides concrete, articulated, and richly illustrated teaching-learning strategies for cultivating these communities in diverse school and community settings.

– Neil Mercer, Emeritus Professor of Education, University of Cambridge, UK

– Christine Howe, Emeritus Professor, University of Cambridge, UK

Zielgruppe

Research

Autoren/Hrsg.

Rojas-Drummond, Sylvia

Rubio-Jimenez, Ana Luisa

Trigo-Clapés, Ana Laura

Inhaltsverzeichnis

Part I Sociocultural Perspectives on Learning and Development.- Chapter 1: The situated nature of human activity.- Chapter 2: Analysing human interaction in sociocultural contexts.- Chapter 3: Understanding and Enhancing Learning and Development.- Part II  Dialogic Interactions and Multiliteracies as Social Practices.- Chapter 4: The significance of promoting dialogic interactions in educational contexts.- Chapter 5: Multiliteracies as dialogic meaning-making social practices.- Chapter 6: Promoting apprentices’ participation in socioscientific practices through dialogic inquiry.- Part III  Educational Implications: Cultivating Communities of Dialogic Inquiry.- Chapter 7: Learning Together: A methodological framework for cultivating Communities of Dialogic Inquiry.- Chapter 8: Putting it all into action: illustrating the implementation of Inquire in an educational setting.- Chapter 9: Enhancing dialogic inquiry in the context of implementing Inquire.- Chapter 10: Afterword: Origins of Learning Together and a reflection on its potential.

Über Autor(innen)

Sylvia Rojas-Drummond is a Professor at the Faculty of Psychology, National Autonomous University of Mexico, where she directs the Laboratory of Cognition and Communication. She received her PhD in Experimental Psychology from the University of Tennessee, USA, and has been awarded ‘Fulbright Scholar’, ‘Distinguished Professor’ and ‘National System of Researchers’ distinctions. She has been a visiting scholar at the UK universities of Oxford, Cambridge, Bristol, Exeter, and the Open University, and the universities of California in the USA, Utrecht and Groningen in the Netherlands, and Lausanne in Switzerland. She has spent more than four decades investigating children’s social, cognitive, and psycholinguistic development, and designing and testing educational innovations to foster it. She has authored over 70 publications in these areas, which have been cited 1,241 times. She has mentored multiple generations of undergraduate and graduate students, directing 92 theses and dissertations. She has served as a methodological advisor to the National Institute for Educational Evaluation, the Ministry of Education, and the ‘Dialogue and Argumentation for Cultural Literacy Learning in Schools’ European Union initiative. She is a member of the Editorial Board of ‘Human Development’, ‘Learning and Instruction’, ‘Learning, Culture and Social Interaction’, ‘Thinking Skills and Creativity’ and ‘Theory into Practice’.

Ana Luisa Rubio-Jimenez is an Associate Professor at the Faculty of Psychology, National Autonomous University of Mexico (UNAM). She holds a PhD in Education and a Master’s in Psychology and Education from the University of Cambridge, UK. She is a recognised member of Mexico’s ‘National System of Researchers’ (SECIHTI). Her work focuses on educational dialogue in teaching and learning processes, collaborative learning, scientific and cultural literacy, and the inclusion and self-determination of students with intellectual disability. She has led educational innovations in these areas, including technology-supported initiatives. Dr. Rubio-Jimenez has published in national and international journals and edited volumes, both as the lead author and as a co-author. She has participated in numerous academic forums in Mexico and abroad as a speaker and by conducting workshops. She has also served as a consultant for SUMMA, the Laboratory for Research and Innovation in Education for Latin America and the Caribbean, which was created by the Inter-American Development Bank (IDB). At UNAM, she teaches undergraduate courses and directs and supervises undergraduate theses.

Ana Laura Trigo-Clapés is an Associate Professor in the Faculty of Psychology at the National Autonomous University of Mexico, specialising in educational psychology. She has an MPhil in Psychology and Education and a PhD in Education from the Faculty of Education at the University of Cambridge (United Kingdom). Dr. Trigo-Clapés specialises in social interactions in educational contexts, inclusive education, autism spectrum conditions, cultural literacy, and teacher professional development. Her line of research focuses on designing and promoting specialised dialogic teaching strategies for supporting autistic students' participation in classroom discussions in regular educational contexts (aligning with the neurodiversity paradigm). She has published and disseminated the results of her work, as well as the results of research projects in which she has participated with collaborators in Mexico, Chile, the United Kingdom, and Japan. She has also participated as a speaker in multiple national and international conferences. As part of her current role, she teaches and supervises undergraduate students and directs and revises undergraduate theses. In addition, as part of her research, she contributes to teachers' professionalisation by offering workshops in primary and secondary schools.