The Experts below are selected from a list of 57 Experts worldwide ranked by ideXlab platform

Gwaza Terseer Henry - One of the best experts on this subject based on the ideXlab platform.

  • the use of dialogue as a Psychological Tool for teaching and learning physical and life sciences in and out of the classroom
    European Journal of Education Studies, 2019
    Co-Authors: Gwaza Terseer Henry
    Abstract:

    This study looks at dialogue as a vital Tool for teaching and learning in a Physical and Life Science classroom. Dialogue could elicit responses that could raise issues bothering science learners as well as science teachers, while teaching and learning goes on in the classroom or even out of classroom situations. Physical and Life Science is perceived as tough disciplines. This perhaps explains why using dialogue could discover strengths and weakness of both learners and teachers in these disciplines. The data for this qualitative study was collected from a focus group interviews. The response from Both Physical and Life Sciences learners (students), who offer between Mathematics and Mathematics literacy, were interviewed. The feedback from the interviews were transcribed, coded and categorized into themes, as supported by Saldana (2009).The Issues discovered from this study range from, students’ background, creating an authentic environment for teaching and learning through Teacher Pedagogical Content Knowledge (TPCK), learners attitude, language used for communication while teaching and learning. This study got different feedbacks which supported discussions considered by the researcher. These feedbacks are from the Physical and Life Sciences Learners. In this context, Physical Science is made up of Mathematics, Chemistry and Physics. Biology and Health Sciences makes up Life Sciences in this study. The results suggest Learners had different interpretations about their teaching and learning in the classroom. This research was carried out in a township school in South Africa. In this qualitative study, however, it explains how dialogue could be used as a Psychological Tool (lens) to discover strengths and weakness of both learners and teachers in and out of the classroom learning situation. Article visualizations:

Frederick J Dicamilla - One of the best experts on this subject based on the ideXlab platform.

  • socio cognitive functions of l1 collaborative interaction in the l2 classroom
    The Modern Language Journal, 1999
    Co-Authors: Marta Anton, Frederick J Dicamilla
    Abstract:

    This paper studies the use of L1 in the collaborative interaction of adult learners of Spanish who are native speakers of English. Viewed as a Psychological Tool that mediates human mental activity on the external (interPsychological) and the internal (intraPsychological) planes, L1 use is found to serve a critical function in students' attempts to mutually define various elements of their task, that is, to establish and maintain intersubjectivity (Rommetveit, 1985). Also, L1 is shown to be an indispensable device for students in providing each other with scaffolded help (Wood, Bruner, & Ross, 1976). Finally, this study provides evidence of the use of L1 for the purpose of externalizing one's inner speech (Vygotsky, 1986) throughout the task as a means of regulating one's own mental activity. The analysis of student interaction presented here not only highlights these critical functions of L1 in the second language learning process, but attempts to show how various communicative moves and linguistic forms achieve these functions.

  • socio cognitive functions of l1 collaborative interaction in the l2 classroom
    Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, 1998
    Co-Authors: Marta Anton, Frederick J Dicamilla
    Abstract:

    This paper studies the use of L1 in the collaborative interaction of adult learners of Spanish who are native speakers of English. Viewed as a Psychological Tool that mediates human mental activity on the external (interPsychological) and the internal (intraPsychological) planes, L1 use is found to serve a critical function in students' attempts to mutually define various elements of their task, that is, to establish and maintain intersubjectivity (Rommetveit, 1985). Also, L1 is shown to be an indispensable device for students in providing each other with scaffolded help (Wood, Bruner, & Ross, 1976). Finally, this study provides evidence of the use of L1 for the purpose of externalizing one's inner speech (Vygotsky, 1986) throughout the task as a means of regulating one's own mental activity. The analysis of student interaction presented here not only highlights these critical functions of L1 in the second language learning process, but attempts to show how various communicative moves and linguistic forms...

Marta Anton - One of the best experts on this subject based on the ideXlab platform.

  • socio cognitive functions of l1 collaborative interaction in the l2 classroom
    The Modern Language Journal, 1999
    Co-Authors: Marta Anton, Frederick J Dicamilla
    Abstract:

    This paper studies the use of L1 in the collaborative interaction of adult learners of Spanish who are native speakers of English. Viewed as a Psychological Tool that mediates human mental activity on the external (interPsychological) and the internal (intraPsychological) planes, L1 use is found to serve a critical function in students' attempts to mutually define various elements of their task, that is, to establish and maintain intersubjectivity (Rommetveit, 1985). Also, L1 is shown to be an indispensable device for students in providing each other with scaffolded help (Wood, Bruner, & Ross, 1976). Finally, this study provides evidence of the use of L1 for the purpose of externalizing one's inner speech (Vygotsky, 1986) throughout the task as a means of regulating one's own mental activity. The analysis of student interaction presented here not only highlights these critical functions of L1 in the second language learning process, but attempts to show how various communicative moves and linguistic forms achieve these functions.

  • socio cognitive functions of l1 collaborative interaction in the l2 classroom
    Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, 1998
    Co-Authors: Marta Anton, Frederick J Dicamilla
    Abstract:

    This paper studies the use of L1 in the collaborative interaction of adult learners of Spanish who are native speakers of English. Viewed as a Psychological Tool that mediates human mental activity on the external (interPsychological) and the internal (intraPsychological) planes, L1 use is found to serve a critical function in students' attempts to mutually define various elements of their task, that is, to establish and maintain intersubjectivity (Rommetveit, 1985). Also, L1 is shown to be an indispensable device for students in providing each other with scaffolded help (Wood, Bruner, & Ross, 1976). Finally, this study provides evidence of the use of L1 for the purpose of externalizing one's inner speech (Vygotsky, 1986) throughout the task as a means of regulating one's own mental activity. The analysis of student interaction presented here not only highlights these critical functions of L1 in the second language learning process, but attempts to show how various communicative moves and linguistic forms...

Alex Kozulin - One of the best experts on this subject based on the ideXlab platform.

Eva Guterman - One of the best experts on this subject based on the ideXlab platform.

  • integrating written metacognitive awareness guidance as a Psychological Tool to improve student performance
    Learning and Instruction, 2003
    Co-Authors: Eva Guterman
    Abstract:

    Abstract A study was designed to test the effect of using MetaCognitive Awareness Guidance (MCAG) as a vehicle for activating and engaging learners’ existing prior knowledge before they begin a reading assessment task. A total of 300 pupils (aged 9–10) studying in ten 4th grade classes in four different schools in Israel participated in the research. The major assumption of the study was confirmed: increasing learners’ metacognitive awareness by means of well-planned guidance, built on prior knowledge, facilitates their learning and improves outcomes on a reading assessment task. This paper focuses on the linkage between three components of learner performance, what we refer to as the ‘Assessment Triangle’: (1) achievement on reading assessment tasks; (2) performance on metacognitive awareness guidance; and (3) awareness of metacognitive reading strategies. The implications and the function of this revealed linkage will be discussed.