The book illustrates the power of this theory by suggesting two experi ential avenues for preservice and inservice teachers. In the first, re aders have in-depth conversations with children and analyze transcript’s of the conversations in order to better understand the children’s in dividual thought processes. In the second, the authors describe strate gies for discussing carefully selected children’s and young adult book’s to help both teachers and children understand learning through a soc ial constructivist lens. An extensive annotated bibliography is provid ed.
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