Learning for Life in the 21st Century: sociocultural perspectives on the future of education

By Gordon Wells, Guy Claxton *. 2002

396 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a2774019c26bd07e8c2780d70d6ed991b5e8a5b0

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Citations in the corpus

Rethinking Teaching in the Context of Diversity (2003, background): “They view teaching as enabling participation in knowing (see, e.g. Wenger, 1998; Wertsch et al., 1995; Wells, 1999; Wells & Claxton, 2002).”
Social Learning Analytics (2012, background): “Its use is influenced by their aims, feelings and relationships, all of which shift according to context (Wells & Claxton, 2002).”
Tracking the Development of Learning Dispositions (2002, background): “Mahn (see Mahn & John-Steiner, 2002) has shown how the use of such interactive journals facilitates students’ second language development.”
Semiotic Mediation, Dialogue and the Construction of Knowledge (2007, background): “The conversation between Elizabeth and her mother quoted above exemplifies the role of language in what might be called ‘thinking together’ [Mercer, 2002].”
Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “Empirical evidence to justify the value of students engaging in critical discourse is now extensive (Chi, 2009; Chi, Hutchinson, & Robin, 1989; Dalton & Tharp, 2002; Howe, Tolmie, & Rodgers, 1992; Mercer, Dawes, Wegerif, & Sams, 2004; Wells & Claxton, 2002; Zohar & Nemet, 2002).”
Cur r iculum Resear ch : Tow ar d a Fr amew or k for "Resear ch -based Cur r icula" (2007, background): “Learning trajectories might be based on the historical development of mathematics and observations of children's informal solution strategies (Gravemeijer, 1994b) or emergent mathematical practices of student groups (Cobb & McClain, 2002).”
Young Children's Composition of Geometric Figures: A Learning Trajectory (2004, background): “…such developmental progressions and learning trajectories allow the encapsulation of significant cognitive constructions within a sequence that is relevant to curriculum development and teaching (Clements, 2002; Cobb & McClain, 2002; Gravemeijer, 1999; Sarama & Clements, in press; Simon, 1995).”
Connecting Sociocultural Theory and Educational Practice: Galperin's Approach (2005, background): “In effect, Galperin’s approach predates recent calls for complementing, instead of contrasting, the metaphor of participation and that of acquisition (Sfard, 1998; Stetsenko & Arievitch, 2002).”
Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, background): “In particular, we focus on sociocultural perspectives and how social structures and meditational tools (e.g. language, media, technology) shape groups’ knowledge construction processes (Wells & Claxton, 2002; Wertsch, Tulviste, & Hagstrom, 1993).”
Developing an Effective Lifelong Learning Inventory: the ELLI Project (2004, background): “The concept moves beyond a focus on either cognition or affect to suggest a more dynamic, holistic and socially situated notion of learning (Mahn & John-Steiner, 2002).”
“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007, background): “…treated sometimes as tools for the transmission and construction of culturally accepted knowledge (e.g., Pontecorvo & Girardet, 1993; Wells, 1999; Wells & Claxton, 2002), sometimes as action (McNeill, 1985), sometimes as practices (e.g., Hanks, 1996), sometimes as mediating element constituting…”