Collaborative Inquiry and the Construction of Explanations in the Learning of Science.

[1]  T. Abel,et al.  Mind, Self, and Society , 1934 .

[2]  S. Engel,et al.  Thought and Language , 1964, Dialogue.

[3]  J. Sinclair,et al.  Towards an Analysis of Discourse: The English Used by Teachers and Pupils , 1975 .

[4]  J. Sinclair,et al.  Towards an analysis of discourse , 1977 .

[5]  L. S. Vygotskiĭ,et al.  Mind in society : the development of higher psychological processes , 1978 .

[6]  R. Driver,et al.  Pupils and Paradigms: a Review of Literature Related to Concept Development in Adolescent Science Students , 1978 .

[7]  L. Viennot Spontaneous Reasoning in Elementary Dynamics. , 1979 .

[8]  Tom Russell Analyzing arguments in science classroom discourse: Can teachers' questions distort scientific authority? , 1983 .

[9]  S. Carey Conceptual Change in Childhood , 1985 .

[10]  J. Lemke Talking Science: Language, Learning, and Values , 1990 .

[11]  B. Rogoff Apprenticeship in Thinking: Cognitive Development in Social Context , 1990 .

[12]  J. Wertsch Voices of the Mind: A Sociocultural Approach to Mediated Action , 1992 .

[13]  Mike Watts,et al.  The science of problem solving , 1991 .

[14]  C. Howe,et al.  Conceptual knowledge in physics: The role of group interaction in computer-supported teaching , 1992 .

[15]  Stephanie D. Teasley Constructing a Joint Problem Space: The Computer as a Tool for Sharing Knowledge , 1993 .

[16]  T. Husén,et al.  The International Encyclopedia of Education , 1994 .

[17]  M. Chi,et al.  From things to processes: A theory of conceptual change for learning science concepts , 1994 .

[18]  S. Vosniadou Capturing and modeling the process of conceptual change. , 1994 .

[19]  L. Steffe,et al.  Constructivism in education. , 1995 .

[20]  Leona Schauble,et al.  Students' Understanding of the Objectives and Procedures of Experimentation in the Science Classroom , 1995 .

[21]  C. Howe,et al.  Peer Collaboration and Conceptual Growth in Physics: Task Influences on Children's Understanding of Heating and Cooling , 1995 .

[22]  J. Bruner The Culture of Education , 1996 .

[23]  Kristiina Kumpulainen,et al.  THE NATURE OF PEER INTERACTION IN THE SOCIAL CONTEXT CREATED BY THE USE OF WORD PROCESSORS , 1996 .

[24]  Wolff-Michael Roth,et al.  From “truth” to “invented reality”: A discourse analysis of high school physics students' talk about scientific knowledge , 1997 .

[25]  Elaine B. Coleman,et al.  Using Explanatory Knowledge During Collaborative Problem Solving in Science , 1998 .

[26]  Leslie R. Herrenkohl,et al.  Participant Structures, Scientific Discourse, and Student Engagement in Fourth Grade , 1998 .

[27]  A. Sfard On Two Metaphors for Learning and the Dangers of Choosing Just One , 1998 .

[28]  Judith L. Green,et al.  Discourse Analysis, Learning, and Social Practice: A Methodological Study , 1998 .

[29]  Judith L. Green,et al.  Chapter 4: Discourse Analysis, Learning, and Social Practice: A Methodological Study , 1998 .

[30]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[31]  E. Wenger Communities of Practice: Learning, Meaning, and Identity , 1998 .

[32]  M. Pressley,et al.  Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-Guided Discussions , 1999 .

[33]  K. Kumpulainen,et al.  The situated dynamics of peer group interaction: an introduction to an analytic framework , 1999 .

[34]  Stella Vosniadou,et al.  New Perspectives on Conceptual Change , 1999 .

[35]  G. Wells Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education , 1999 .

[36]  Gregory J. Kelly,et al.  The sound of music: Constructing science as sociocultural practices through oral and written discourse , 1999 .

[37]  P. Cobb,et al.  Cognitive and Situated Learning Perspectives in Theory and Practice , 1999 .

[38]  G. J. Kelly,et al.  Ways of Knowing beyond Facts and Laws of Science: An Ethnographic Investigation of Student Engagement in Scientific Practices , 2000 .

[39]  G. Wells,et al.  "Dialogic Inquiry. Towards a Sociocultural Practice and Theory of Education", Gordon Wells, Cambridge 1999 : [recenzja] / Marta Marchow. , 2001 .