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词条 Neil Mercer
释义

  1. Biography

  2. Research

  3. References

  4. External links

{{EngvarB|date=September 2014}}{{Use dmy dates|date=September 2014}}Neil Mercer grew up in Cockermouth in Cumbria, where he went to Cockermouth Grammar School before studying psychology at the University of Manchester. He has a PhD in psycholinguistics from the University of Leicester.[1] His research explores the role of dialogue in education and the development of children's reasoning.[1]

Biography

He is Emeritus Professor of Education at the University of Cambridge, where he is also Director of the study Centre Oracy Cambridge and a Life Fellow of the college Hughes Hall.[1] .[2]

Prior to moving to the University of Cambridge, he was Director of the Open University's Centre for Research in Education and Educational Technologies (CREET).[1] and a member of the Centre for Language and Communications.

He was previously co-editor of the journal Learning, Culture and Social Interaction,[3], editor of the journal Learning and Instruction[4] and the International Journal of Educational Research.

Research

Mercer has emphasised the use of language to "inter-think" and build "common knowledge" – shared understandings and perspectives to work together, particularly in classrooms.[5] From Common Knowledge[5] onwards his work has been explicitly Vygotskian in nature, fitting into a wider sociocultural and dialogic learning focus in education. (See e.g.[6])

However, in contrast to Lev Vygotsky's Zone of Proximal Development, Mercer proposes we consider the 'Intermental Development Zone'[7] – the space that language creates which allows peers to interact and develop their reasoning together, in the absence of a guiding teacher. This work is cited as important in development of understanding of language for learning. [8]

Mercer's key interest is in the quality of talk and its impact on educational outcomes, including talk in the home[9] for example, arguing that "'social interaction and collaborative activity' in class can provide 'valuable opportunities' for learning"[10] and that classroom talk should be oriented around co-operation rather than competitiveness, to encourage exploratory talk rather than disputational[10] where the former focuses on explaining ideas, listening to others, and the building of mutual understanding and the latter on a lack of constructive argument which is characterised by disagreement with little explanation.[11] Research exploring this typology and its third component – cumulative talk, in which ideas are shared but not built upon or critically analysed – has found "evidence of the link between the development of children's communication skills and improvements in their critical thinking.",[12] leading to the suggestion that there should be more focus on these skills in classrooms, and commensurately teacher education programs,[13][14] including in the context of computer use.[15][16] This approach has been termed (and researched under the banner of) "Thinking Together".[17] This approach has been used internationally particularly in Mexico (see e.g.[18]) and recently Chile.[19]

Mercer's research into the educationally salient components of discourse has been grounded in 'sociocultural discourse analysis' – a theory to which he has contributed.[20] Sociocultural discourse analysis focuses on what language is used to do, and in Mercer's work, how it is used to share meaning, create common knowledge,[5] and interthink.[20]

References

1. ^1 2 3 {{cite web|url=http://www.educ.cam.ac.uk/people//mercer/ |title=Faculty of Education, University of Cambridge " Neil Mercer |publisher=Educ.cam.ac.uk |date= |accessdate=28 April 2013}}
2. ^{{cite web |author=Professor Neil Mercer |url=http://www.hughes.cam.ac.uk/about-us/the-fellowship/?fellow=NeilMercer |title=Professor Neil Mercer | The Fellowship | Hughes Hall |publisher=Hughes.cam.ac.uk |date=18 January 2013 |accessdate=28 April 2013 |deadurl=yes |archiveurl=https://web.archive.org/web/20130131092109/http://www.hughes.cam.ac.uk/about-us/the-fellowship/?fellow=NeilMercer |archivedate=31 January 2013 |df=dmy-all }}
3. ^{{cite web|url=http://csemails.elsevier.com/201207/LSCI-1st-issue-live.htm |title=Learning, Culture and Social Interaction |publisher=Csemails.elsevier.com |date= |accessdate=2015-02-27}}
4. ^{{cite web|url=http://www.elsevier.com/journals/learning-and-instruction/0959-4752?generatepdf=true |title=Learning and Instruction :Table of Contents |publisher=Elsevier.com |accessdate=2015-02-27}}
5. ^1 2 Edwards, Derek, and Neil Mercer. Common Knowledge: The Development of Understanding in the Classroom. London, UK: Routledge, 1987.
6. ^Daniels, Harry. Vygotsky and Research. Routledge, 2008.
7. ^Mercer, Neil. Words & Minds: How We Use Language to Think Together. Oxon: Routledge, 2000.
8. ^Littleton, Karen, and Christine Howe. Educational Dialogues: Understanding and Promoting Productive Interaction. Abingdon, Oxon: Routledge, 2010.
9. ^{{cite news|last=Garner |first=Richard |url=https://www.independent.co.uk/news/education/education-news/the-key-to-your-child-doing-well-at-school-conversation-in-the-home-765028.html |title=The key to your child doing well at school? Conversation in the home – Education News – Education |publisher=The Independent |date=14 December 2007 |accessdate=28 April 2013}}
10. ^1 {{cite web|url=http://www.express.co.uk/posts/view/28439/Study-calls-for-more-play-and-talk |title=Study calls for more play and talk | UK | News | Daily Express |publisher=Express.co.uk |date= |accessdate=28 April 2013}}
11. ^Mercer, Neil, and Karen Littleton. Dialogue and the Development of Children's Thinking: A Sociocultural Approach. New edition. Routledge, 2007
12. ^{{cite web|url=http://www.tes.co.uk/article.aspx?storycode=315872 |title=Talking is good for the brain;Briefing;Research focus – magazine article |publisher=TES |date= |accessdate=28 April 2013}}
13. ^{{cite web|url=http://www.tes.co.uk/article.aspx?storycode=6060286 |title=Teachers branded 'useless' at discussion – News |publisher=TES |date= |accessdate=28 April 2013}}
14. ^{{cite web|url=http://www.tes.co.uk/article.aspx?storycode=6060817 |title=My 'useless' attack was more a call to arms |publisher=Tes.co.uk\\accessdate=2015-02-27}}
15. ^{{cite web|url=http://www.tes.co.uk/article.aspx?storycode=311268 |title=Talking about computers;News – Article |publisher=TES |date= |accessdate=29 April 2013}}
16. ^{{cite web|author=Phil Revell |url=https://www.theguardian.com/education/2000/may/16/itforschools.schools7?INTCMP=SRCH |title=Young citizens | Education | guardian.co.uk |publisher=Guardian |date= |accessdate=29 April 2013}}
17. ^{{cite web|url=http://thinkingtogether.educ.cam.ac.uk/ |title=Thinking Together, University of Cambridge |publisher=Thinkingtogether.educ.cam.ac.uk |date= |accessdate=28 April 2013}}
18. ^Rojas-Drummond, Sylvia, and Neil Mercer. "Scaffolding the Development of Effective Collaboration and Learning." International Journal of Educational Research 39, no. 1–2 (2003): 99–111. doi:10.1016/S0883-0355(03)00075-2.
19. ^{{cite web|url=http://impresa.elmercurio.com/Pages/NewsDetail.aspx?dt=2013-04-08&dtB=08-04-2013%25200:00:00&PaginaId=9&bodyid=1 |title=El Mercurio |publisher=Impresa.elmercurio.com |date=8 April 2013 |accessdate=28 April 2013}}
20. ^1 Mercer, Neil, and Karen Littleton. Dialogue and the Development of Children's Thinking: A Sociocultural Approach. New edition. Routledge, 2007.

External links

  • Thinkingtogether.educ.cam.ac.uk
  • Tes.co.uk
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5 : Year of birth missing (living people)|Living people|English psychologists|Academics of the University of Cambridge|Alumni of the University of Leicester
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