Relevant bibliographies by topics / Vygotskian theory

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Vygotskian theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Vygotskian theory"

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Stone, Jake E. "A Vygotskian Commentary on the Reggio Emilia Approach." Contemporary Issues in Early Childhood 13, no. 4 (January 1, 2012): 276–89. http://dx.doi.org/10.2304/ciec.2012.13.4.276.

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This article provides a commentary on the Reggio Emilia approach from a Vygotskian perspective. In particular, the article considers how Vygotskian rationalism and Vygotsky's theory of concept development cohere with the Reggio Emilia approach. The article argues that these aspects of Vygotskian theory are applicable to, and can strengthen the practices of, schools influenced by the Reggio Emilia approach.
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Plut, Dijana, and Jelena Pesic. "Toward a Vygotskian theory of textbook." Psihologija 36, no. 4 (2003): 501–15. http://dx.doi.org/10.2298/psi0304501p.

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This is an attempt to place the problem of textbook theory into a new frame of reference provided by cultural-historical theory of development, using the idea about cultural-historical mediation of individual development and concept of CST as a basic analytical concepts. The new frame of reference introduces a new language on textbooks, opening a range of new research problems, while dealing with the old ones in a new and more complex way. Textbook is shifted from the usual pedagogic-didactic setting and placed in a more basic and cultural context. The paper is an attempt to bring the concept of cultural tools to a completely operational level, as well as to test the actual power of that concept by identifying CST in textbooks. Furthermore, this paper is an attempt elaborate the forms of social assistance that constitute the zone of proximal development, seen as the characteristics of joint activities of the child and a more competent participant (which is "hidden?, i.e., indirectly present, in this case). Vygotsky never specified the forms of social assistance, but rather gave general prescriptions (Moll, 1990), thus presenting one of the central theoretical and practical tasks for the followers of his ideas.
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Daniels, Harry. "The ‘Social’ in Post-Vygotskian Theory." Theory & Psychology 16, no. 1 (February 2006): 37–49. http://dx.doi.org/10.1177/0959354306060107.

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Schneider, Phyllis, and Ruth V. Watkins. "Applying Vygotskian Developmental Theory to Language Intervention." Language, Speech, and Hearing Services in Schools 27, no. 2 (April 1996): 157–70. http://dx.doi.org/10.1044/0161-1461.2702.157.

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The developmental theory of L.S. Vygotsky is one that is particularly well suited to clinical application. Vygotsky viewed social interaction as essential for the development of individual functioning. His theory is thus especially relevant to language intervention, in which clinicians attempt to influence children’s development through interaction. In this article, we present key notions from Vygotsky’s developmental theory and applications of this theory to assessment. We then discuss applications to language intervention in clinical settings using examples from intervention with a child who has language impairments.
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S. Mali, Nagina, and Smt Saraswati A. Kamble. "Curricular Engagement with Reference to Vygotski’s Thoughts." Jurnal Ilmiah LISKI (Lingkar Studi Komunikasi) 6, no. 1 (February 3, 2020): 1. http://dx.doi.org/10.25124/liski.v6i1.2517.

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Education helps to learner’s personal, social and academic development. Society is the community that provides positive environment to school where learner learns. It is universal expectation from learner that they should become active and make interaction with society. Nowadays, students are becoming active, creative and collaborative. But how learner learns is a valuable dimension of learner’s social development. Where learner is unable to learn individually, in that case there is need of peers, adults and assisted media that can promote and help in learning joyfully. Vygotski's thoughts are related to learner’s social development. His ZPD (Zone of Proximal Development) is a valuable contribution in education. He considers learner’s language, culture, intellectual level, peers, media and adult affects on learner’s development. Curricular Engagement is one of the Teaching-Learning approach that involves in learner’s social development. It is interactions between school, learner, society, teacher and media. Interaction builds knowledge, creates healthy relationship, leads to win-win approach and provides cultural environment. The similarities of Vygotski’s theory and Curricular Engagement both are emphasizes on interaction with peer, teacher, media and adult. In this conceptual paper researchers have explained how Vygotskian thoughts support to curricular engagement with multicultural, multilingual context.
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이현주. "Vygotskian Sociocultural Theory and Technology-mediated English Learning." EDUCATIONAL RESEARCH 47, no. ll (June 2010): 23–56. http://dx.doi.org/10.17253/swueri.2010.47..002.

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Miric, Jovan. "Allomorphic development: A major postulate of Vygotskian theory." Psihologija 36, no. 4 (2003): 437–50. http://dx.doi.org/10.2298/psi0304437m.

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The article stresses the importance of Vygotsky?s postulates on evolution and history for understanding his developmental theory, focusing especially on his thesis on the clear-cut replacement of evolution by history. That thesis shaped the general theoretical plane consisting of several opposing and almost mutually exclusive pairs of solutions, such as biology - culture, individual - collective, animal - human, evolution - history etc. Such general solutions offer too narrow a framework for elaborating a theory of ontogenesis. This is the background on which the true meaning of the postulate of allomorphic development is presented, along with an analysis of several more specific related theses. The article ends with a critical review of Vygotsky?s general postulates, pointing out to the ideological dimension of his developmental psychology.
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Daniels, Harry, and Ingrid Lunt. "Vygotskian Theory and Special Education Practice in Russia." Educational Studies 19, no. 1 (January 1993): 79–89. http://dx.doi.org/10.1080/0305569930190105.

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Kozulin, Alex. "The concept of regression and Vygotskian developmental theory." Developmental Review 10, no. 2 (June 1990): 218–38. http://dx.doi.org/10.1016/0273-2297(90)90011-r.

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Channa, Liaquat A., Daniel Gilhooly, Charles A. Lynn, Syed A. Manan, and Niaz Hussain Soomro. "Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky." Journal of Language and Cultural Education 5, no. 2 (May 24, 2017): 25–39. http://dx.doi.org/10.1515/jolace-2017-0016.

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Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.
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Dissertations / Theses on the topic "Vygotskian theory"

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Clowes, Robert William. "Beyond situated action : a neo-Vygotskian theory of thinking and language internalisation." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445614.

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Mali, Angeliki. "Lecturers' tools and strategies in university mathematics teaching : an ethnographic study." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/25385.

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The thesis presents the analytical process and the findings of a study on: lecturers teaching practice with first year undergraduate mathematics modules; and lecturers knowledge for teaching with regard to students mathematical meaning making (understanding). Over three academic semesters, I observed and audio-recorded twenty-six lecturers teaching to a small group tutorial of two to eight first year students, and I discussed with the lecturers about their underlying considerations for teaching. The analysis of this thesis focuses on a characterisation of each of three (of the twenty-six) lecturers teaching, which I observed for more than one semester. I chose the teaching of three experienced lecturers, due to diversity in terms of ways of engaging the students with the mathematics, and due to my consideration of their commitment to teaching for students mathematical meaning making. The distinctive nature of the study is concerned with the conceptualisation of university mathematics teaching practice and knowledge within a Vygotskian perspective. In particular, I used for the characterisation of teaching practice and of teaching knowledge the notions tool-mediation and dialectic from Vygotskian theory. I also used a coding process grounded to the data and informed by existing research literature in mathematics education. I conceptualised teaching practice into tools for teaching and actions with tools for teaching (namely strategies). I then conceptualised teaching knowledge as the lecturers reflection on teaching practice. The thesis contributes to the research literature in mathematics education with an analytical framework of teaching knowledge which is revealed in practice, the Teaching Knowledge-in-Practice (TKiP). TKiP analyses specific kinds of lecturer s knowing for teaching: didactical knowing and pedagogical knowing. The framework includes emerging tools for teaching (e.g. graphical representation, rhetorical question, students faces) and emerging strategies for teaching (e.g. creating students positive feelings, explaining), which were common or different among the three lecturers teaching practice. Overall, TKiP is produced to offer a dynamic framework for researcher analysis of university mathematics teaching knowledge. Analysis of teaching knowledge is important for gaining insights into why teaching practice happens in certain ways. The findings of the thesis also suggest teaching strategies for the improvement of students mathematical meaning making in tutorials.
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Scotland, James. "Participating in a shared cognitive space : an exploration of working collaboratively and longer-term performance of a complex grammatical structure." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32739.

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Qatar’s education system has recently been subjected to a process of deep structural reform. One of the beliefs which underpins this reform is the assumption that learner-centred pedagogy is more effective than traditional teacher-centred pedagogy. However, there is limited empirical evidence from a Qatari classroom context regarding the effectiveness of using learner-centred pedagogies. This lack of empirical evidence extends to the teaching of English as a foreign language. This study employed Vygotskian sociocultural theory as a lens to investigate the effects of working collaboratively on learners’ longer-term performance of two grammatical structures, the simple past passive and the present continuous passive, as well as the cognitive processes involved. Interventionist dynamic assessment was used to quantify the linguistic performance of male Arabic undergraduate EFL learners (N = 52) three times (pretest, posttest, and delayed posttest) over a 12-week period. In-between the pretest and the posttest, six form-focused treatment tasks were administered. The experimental group (n = 20) completed the treatment tasks collaboratively; the comparison group (n = 16) completed the treatment tasks individually; and the control group (n = 16) did not complete the treatment tasks. In addition, the genetic method was employed to trace the linguistic development of four participants in the experimental group. These four participants were audio-recorded as they collaboratively completed each treatment session. Mood’s median test (Mood, 1954) found a pretest to posttest statistically significant difference (M = 7.70, df = 1, p = 0.01) between the performances of the experimental and control groups for the structure of the simple past passive which is moderate to large in size (Cramér’s V = 0.46). However for both target structures, no statistically significant difference was found between the experimental group and the comparison group, suggesting that the treatment condition of working collaboratively was not more effective in promoting learners’ linguistic development than the treatment condition of working individually. Additionally, the descriptive statistics revealed high levels of individual variation. Of the four participants who were audio-recorded, the journey of one learner is presented. This data was analysed using a microgenetic approach with LREs (Swain and Lapkin, 1995, 1998, 2002) as the unit of analysis. The microgenetic analysis shows how working collaboratively provides learners with access to a shared cognitive space. Within this space, they can employ language as a cognitive tool to access other-regulation from their peers and deploy their own self-regulatory strategies. The experience of an individual was explored within the context of the linguistic gains made by the collective to whom he belongs. Thus, even though the statistical analysis of the results suggests that working collaboratively is not more effective in facilitating learners’ linguistic development than working individually, the process of language learning has been connected to the outcome of language learning through the results of the descriptive statistics and the microgenetic analysis. This study contributes to a better understanding of: the types of pedagogies that may be effective in a Qatari undergraduate context, why collaborative learning can be effective, how knowledge which is initially social can take on a psychological function, and how the Vygotskian sociocultural methodologies of the genetic method and dynamic assessment can be integrated into an SLA design.
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Summers, Robert. "Dynamic Assessment: Towards a Model of Dialogic Engagement." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002667.

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Marques, Julia Oliveira Osorio. "Silêncio e aprendizagem em sala de aula de língua adicional: sentidos e funções." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6548.

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FAPERGS - Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul
Estudar o silêncio implica considerar o que está além das palavras obviamente enunciadas e trazer à tona a não-insignificância do silêncio em sala de aula de língua adicional (LA). Partindo-se do pressuposto de que interagimos com o mundo de forma mediada e de que precisamos aprender para que possamos nos desenvolver, este estudo baseia-se na teoria vigotskiana no que se refere à aprendizagem. Com esse intuito, utiliza-se o viés da perspectiva sociocultural para relacionar o silêncio a contextos de construção de conhecimento em LA. Para isso, neste estudo, de natureza qualitativa, interações entre alunos de inglês como LA foram observadas e analisadas em uma universidade do sul do Brasil durante a realização de tarefas colaborativas. Para análise de dados foram analisados protocolos verbais sob a ótica da teoria sociocultural. Este trabalho visa problematizar os possíveis sentidos, influência e, em especial, as funções do silêncio na aprendizagem de LA. Com base na literatura, optou-se por categorizar as funções do silêncio como: cognitiva, interativa e social. A função cognitiva do silêncio está relacionada a questões internas, intra-relacionais, como escolhas lexicais e planejamento semântico; a função interativa do silêncio está ligada à conexão micro-relacional entre os interlocutores, como proximidade e evitação de face; e a função social do silêncio tem a ver com questões macro-relacionais, como estilos pessoais, questões de gênero social e afirmação de identidade cultural. Neste estudo investiga-se como as participantes explicam o uso do seu silêncio no contexto de sala de aula de LA durante a realização de uma tarefa colaborativa; como as participantes explicam o silêncio da sua interlocutora na interação em sala de aula de LA durante a realização desta mesma tarefa colaborativa; e quais as funções de silêncio observadas pela pesquisadora durante essas interações. Assim, almeja-se auxiliar professores de línguas e demais profissionais da Linguística Aplicada a refletirem sobre o ensino/aprendizagem de maneira mais ampla, enxergando as interlocuções em aula de modo mais global, incluindo o silêncio, para que se possa oferecer novas contribuições no que se refere a processos de construção de conhecimento.
Studying silence means to consider what is beyond obviously enunciated words and bring up its non-insignificance in additional language (AL) classrooms. Departing from the presupposition that we interact with the world in a mediated way and that we need to learn in order to develop, this study is based on the Vygotskian theory in terms of learning. Therefore, the Sociocultural Theory view is used to associate silence to contexts of AL knowledge building. In this study, of qualitative nature, interactions between students of English as an AL were observed and analysed in a university in the South of Brazil during the realization of collaborative tasks. For data analyses verbal protocols from the sociocultural theory were used. This paper aims to problematize the possible meanings, influence and, especially, the functions of silence in AL learning. Based on the literature, the silence functions were categorized in three major groups: cognitive, interactive and social. The cognitive function of silence is related to intra-relational, internal questions, such as lexical choices and semantic planning; the interactive function of silence is linked with the micro-relational connection between interlocutors, such as proximity and face avoidance; and the social function of silence has to do with macro-relational questions, such as personal style, gender and cultural identity affirmation. It is studied how the participants explain the use of their own silence in the AL classroom context during the realization of a collaborative task; how the participants explain their interlocutor’s silence in interaction in the AL classroom during this same collaborative task; and which functions of silence were observed by the researcher during these interactions. Thus, it is aimed to help language teachers and other Applied Linguistics professionals to reflect about teaching/learning in a broader sense, looking at the interactions in AL classrooms in a different manner, including silence, so that new contributions to the processes of knowledge building can be offered.
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Pike, Christopher D. "The internalisation of adult-child conversation in children's cognitive development : a microgenetic single-case study." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322804.

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AraÃjo, ClaÃdio Romero Pereira de. "Teoria vygotskiana e EducaÃÃo: o que falam desta relaÃÃo os docentes das universidades de Fortaleza ?" Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=502.

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FundaÃÃo de Amparo à Pesquisa do Estado do CearÃ
A presente pesquisa visou investigar como os docentes dos cursos de Psicologia e Pedagogia das universidades da cidade de Fortaleza significam e compreendem a contribuiÃÃo da Teoria vygotskiana para a EducaÃÃo. O estudo se desenvolveu segundo o modelo qualitativo de pesquisa em Psicologia com a adoÃÃo do referencial teÃrico-metodolÃgico das prÃticas discursivas e de produÃÃo de sentidos, segundo a proposta do grupo de pesquisa do qual Mary Jane P. Spink à coordenadora. O referencial teÃrico da pesquisa foi o da abordagem da Psicologia histÃrico-cultural, de L. S. Vygotsky. A pesquisa foi realizada atravÃs de doze entrevistas com docentes das universidades da cidade de Fortaleza (UFC, UECE e UNIFOR) dos cursos de Pedagogia e Psicologia, tendo sido trabalhadas as categorias de anÃlise: o significado da Teoria de Vygotsky e suas contribuiÃÃes; conceitos atribuÃdos como importantes para Teoria geral e para a EducaÃÃo; e projeto polÃtico para a EducaÃÃo a partir da Teoria de Vygotsky. ApÃs a anÃlise das informaÃÃes encontradas, ficou constatada nÃo sà a compreensÃo da relevÃncia da teoria para a EducaÃÃo, mas de toda a sua construÃÃo teÃrica fundada no materialismo histÃrico e dialÃtico, consolidando uma nova concepÃÃo de psiquismo. Nesta perspectiva, foram ressaltados os conceitos relacionados aos processos psicolÃgicos superiores, tais como mediaÃÃo, internalizaÃÃo, Zona de Desenvolvimento Proximal (ZDP) e formaÃÃo de conceitos. Deparamos-nos tambÃm com a compreensÃo de que a teoria pode ser pensada em termos polÃticos, tanto no sentido de concepÃÃo de participaÃÃo social, quanto na viabilidade de ser utilizada para a elaboraÃÃo de projeto polÃtico-pedagÃgico, como tambÃm para uma perspectiva de mudanÃas e transformaÃÃes sociais nos moldes do marxismo
This study sought to investigate how professors on Psychology and Education courses at universities in the city of Fortaleza see and understand the contribution of Vygotskyan theory to education. The study was base don a qualitative model for research in psychology, with adoption of the theoretical-methodological framework of discoursive practices and production of meaning, according to the proposal by the research group coordinated by Mary Jane P. Spink. The theoretical framework of the research used was that of the historical-cultural Psychological approach of L.S. Vygotsky. The study was undertaken by means of twelve interviews with professors from Fortaleza universities (UFC, UECE and UNIFOR) teaching on Psychology and Education courses, and encompassed the categories of analysis: the meaning of Vygotskyâs theory and its contribution; concepts attributed considered important for general theory and for education; the design of policy for education base don Vygotskyan theory. After analysis of the information obtained, not only was the theory found to be relevant for education, but its entire theoretical construction founded in historic dialectical materialism, consolidating a new concept of the psyche. In this sense, the concepts related to higher psychological processes were emphasized, such as mediation, internalization, Proximal Development Zone (PDZ) and formation of concepts. There was also evidence of the understanding that the theory could be though of in political terms, both in the sense of conception social participation, as well as the feasibility of being used for elaboration of political-pedagogical policy, in addition to the prospect of change and social transformation similar to those of Marxism
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Andersson, Svetlana, and Iréne Elmefeldt. "Spår av grundtankar i Vygotskijs teori i gymnasieskolan : En studie om hur Vygotskijs socio-kulturella teoribildning återspeglas i gymnasielärares syn på lärande." Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3725.

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Syftet med studien var att genom gymnasielärares utsagor söka spår av grundtankar i Vygotskijs teoribildning i deras syn på lärande. Detta för att ta reda på vilka kriterier lärare utgår ifrån när de gör sina didaktiska val i undervisningen och på vilket sätt Vygotskijs grundtankar återspeglas i lärares syn på lärande.

Vår studie grundar sig på kvalitativa intervjuer. I undersökningen deltog fyra lärare på två gymnasieskolor. Efter att materialet var transkriberat, gjordes en analys utifrån de fyra aspekterna som kännetecknar ett socio-kulturellt perspektiv enligt Vygotskij: de sociala, de medierande, de situerade och de kreativa med betoning på lärarroll och lärande. Vi använde oss av en hermeneutisk ansats för att analysera resultatet där vi använde relevant forskning för att förstärka vår tolkning av respondenternas utsagor.

I studien framkom att lärare gav uttryck för att samspel och dialog är viktiga inslag i undervisningen. Vi har även funnit spår av de medierande aspekterna där lärare som mediator har en aktiv roll, men att de samtidigt förespråkar en traditionell katederundervisning.

Vår slutsats är att lärare inte stödjer sig på någon specifik vetenskaplig teori i sin syn på lärande. Vi har emellertid tolkat det som att lärare vid sina didaktiska val i undervisningen väljer att reflektera över hur elever tillägnar sig kunskap framför vad elever ska lära och utveckla. Den syn på lärande som vi kan skönja utifrån lärares utsagor är en blandning av olika teorier som färgats av Vygotskijs teoribildning.


Aim with the study was that through high teachers’ statements apply for tracks of basic thoughts of Vygotsky’s theory education in their sights on learning. This is to ascertain what criteria teachers assume when they do their didactic choices in the education and how Vygotsky’s basic thoughts are reflected in teachers’ sights on learning.

Our study bases itself on qualitative interviews where four teachers from two high schools were participated. After the transcription, the analysis was done on the basis of the four aspects that characterize the socio-cultural perspective according to Vygotsky’s theory of education: the social, the mediated, the situated and the creative aspects. We chose to use the hermeneutic method for analyze of our result where we used relevant research in order to strengthen our interpretation of teachers’ statements.

In the study the teachers expressed that interaction and dialogue are important elements in the education. We also have found tracks from the mediated aspects there teachers as a mediator has an active role, but that they at the same time recommend a traditional education.

Our conclusion is that teachers are not based their learning on some specific scientific theory. We however have interpreted that the teachers when they choose a method, prefer to reflect over how students are getting knowledge instead of what students shall learn and develop. That sight on learning as we possibly can discern on the basis of teachers’ statements is a mixture of different theories that has been influenced by Vygotsky’s theory of education.

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ARAUJO, Claúdio Romero Pereira de. "Teoria vygotskiana e educação: o que falam desta relação os docentes das universidades de Fortaleza?" http://www.teses.ufc.br, 2007. http://www.repositorio.ufc.br/handle/riufc/2241.

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ARAUJO, Claúdio Romero Pereira de. Teoria vygotskiana e educação: o que falam desta relação os docentes das universidades de Fortaleza? . 2007. 140 f. Dissertação (Mestrado em Psicologia) – Universidade Federal do Ceará, Departamento de Psicologia, Programa de Pós-Graduação em Psicologia, Fortaleza-CE, 2007.
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This study sought to investigate how professors on Psychology and Education courses at universities in the city of Fortaleza see and understand the contribution of Vygotskyan theory to education. The study was base don a qualitative model for research in psychology, with adoption of the theoretical-methodological framework of discoursive practices and production of meaning, according to the proposal by the research group coordinated by Mary Jane P. Spink. The theoretical framework of the research used was that of the historical-cultural Psychological approach of L.S. Vygotsky. The study was undertaken by means of twelve interviews with professors from Fortaleza universities (UFC, UECE and UNIFOR) teaching on Psychology and Education courses, and encompassed the categories of analysis: the meaning of Vygotsky’s theory and its contribution; concepts attributed considered important for general theory and for education; the design of policy for education base don Vygotskyan theory. After analysis of the information obtained, not only was the theory found to be relevant for education, but its entire theoretical construction founded in historic dialectical materialism, consolidating a new concept of the psyche. In this sense, the concepts related to higher psychological processes were emphasized, such as mediation, internalization, Proximal Development Zone (PDZ) and formation of concepts. There was also evidence of the understanding that the theory could be though of in political terms, both in the sense of conception social participation, as well as the feasibility of being used for elaboration of political-pedagogical policy, in addition to the prospect of change and social transformation similar to those of Marxism
A presente pesquisa visou investigar como os docentes dos cursos de Psicologia e Pedagogia das universidades da cidade de Fortaleza significam e compreendem a contribuição da Teoria vygotskiana para a Educação. O estudo se desenvolveu segundo o modelo qualitativo de pesquisa em Psicologia com a adoção do referencial teórico-metodológico das práticas discursivas e de produção de sentidos, segundo a proposta do grupo de pesquisa do qual Mary Jane P. Spink é coordenadora. O referencial teórico da pesquisa foi o da abordagem da Psicologia histórico-cultural, de L. S. Vygotsky. A pesquisa foi realizada através de doze entrevistas com docentes das universidades da cidade de Fortaleza (UFC, UECE e UNIFOR) dos cursos de Pedagogia e Psicologia, tendo sido trabalhadas as categorias de análise: o significado da Teoria de Vygotsky e suas contribuições; conceitos atribuídos como importantes para Teoria geral e para a Educação; e projeto político para a Educação a partir da Teoria de Vygotsky. Após a análise das informações encontradas, ficou constatada não só a compreensão da relevância da teoria para a Educação, mas de toda a sua construção teórica fundada no materialismo histórico e dialético, consolidando uma nova concepção de psiquismo. Nesta perspectiva, foram ressaltados os conceitos relacionados aos processos psicológicos superiores, tais como mediação, internalização, Zona de Desenvolvimento Proximal (ZDP) e formação de conceitos. Deparamos-nos também com a compreensão de que a teoria pode ser pensada em termos políticos, tanto no sentido de concepção de participação social, quanto na viabilidade de ser utilizada para a elaboração de projeto político-pedagógico, como também para uma perspectiva de mudanças e transformações sociais nos moldes do marxismo
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Andréasson, Helén. "Det muntliga språkets status i skolan : Inriktning mot grundskolan årskurs Förskoleklass-3." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43720.

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Syftet med mitt examensarbete är att undersöka vilken status den muntliga kommunikationen har i klassrummet. För att belysa detta har jag intervjuat sex verksamma lärare inom grundskolans lägre åldrar. Jag är nyfiken på hur de betraktar muntlig kommunikation, hur de ser på sitt arbete med att utveckla och stärka det muntliga språket hos eleverna, och vilken inställning de har till muntlig kommunikation i jämförelse med skriftlig kommunikation. Undersökningen är kvalitativ och ett sociokulturellt perspektiv har använts som teoretisk utgångspunkt, vilket utmärks av att lärande och utveckling tar form i kommunikation med andra individer. Kursplanen för svenska i årskurs 1-3 belägger att arbete med den muntliga förmågan är grundläggande för varje människas identitet, sociala trygghet och lärande, och bör därför vara en stor del av undervisningen. Dock förefaller den ha en underordnad ställning i förhållande till läs- och skrivutvecklingen. Resultatet visar att lärarens kunskapssyn och attityd till det talade språket, är en avgörande faktor för mängden muntlig kommunikation i klassrummet. Lärarna är positivt inställda till kommunikation i undervisningen och arbetar aktivt för att utveckla ett resonerande bland eleverna, genom att förespråka en positiv gruppdynamik och ett gott socialt klassrumsklimat i syfte att stärka alla elever och deras vilja till att våga tala.
The aim of this study is to shed light on the status of oral communication in school. I am interested in examining how teachers define oral communication, how they perceive their work to develop and strengthen the oral language of the pupils, and their attitude to oral communication in comparison to written communication. The study is qualitative and a socio-cultural perspective has been used as a theoretical basis, which is characterized by learning and development in interaction between individuals. The syllabus for Swedish in grades 1-3 stresses oral ability as fundamental to every human identity, social security, and therefore states that it should be a big part of teaching. Contrarily, it appears that the oral ability stands subordinate to writing skills. The results of my investigation shows that a teacher's approach to and knowledge of oral ability is an essential factor in the amount of oral communication in the classroom. The teachers interviewed are in favor of communication in teaching and are actively working to develop a reasoning among students, by advocating a positive group dynamics and a good social climate in order to strengthen all the students and their willingness to dare speak.
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Books on the topic "Vygotskian theory"

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Thinking through theory: Vygotskian perspectives on the teaching of writing. Portsmouth, NH: Boynton/Cook Publishers, 1994.

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Leiman, Mikael. Integrating the Vygotskian theory of sign-mediated activity and the British object relations theory. Joensuu: Joensuun yliopisto, 1994.

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Integrating the Vygotskian theory of sign-mediated activity and the British object relations theory. Joensuu: Joensuun yliopisto, 1994.

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Corea, Danielle, Lillie R. Albert, and Vittoria Macadino. Rhetorical Ways of Thinking: Vygotskian Theory and Mathematical Learning. Springer, 2014.

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Corea, Danielle, Lillie R. Albert, and Vittoria Macadino. Rhetorical Ways of Thinking: Vygotskian Theory and Mathematical Learning. Springer, 2012.

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Rhetorical Ways Of Thinking Vygotskian Theory And Mathematical Learning. Springer, 2012.

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Lantolf, James P., and Matthew E. Poehner. Sociocultural Theory and the Pedagogical Imperative in L2 Education: Vygotskian Praxis to Eliminate the Research/ Practice Divide. Taylor & Francis Group, 2014.

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Miller, Peggy J., and Grace E. Cho. Child-Affirming Artifacts. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199959723.003.0007.

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Chapter 7, “Child-Affirming Artifacts,” uses ideas from Vygotskian theory to describe the child-affirming artifacts that populated children’s homes. Some artifacts were widely distributed consumer products. Children interacted with toys and electronic games that dispensed praise. Children’s books and TV shows, marketed as promoting children’s self-esteem, featured characters who were celebrated for their achievements, individuality, inherent worth, and potential. Several children loved Blue’s Clues, a show whose star constantly praised its characters and audience. These consumer products instantiated the same self-enhancing practices that parents believed fostered children’s self-esteem, thereby amplifying the social imaginary. This chapter also describes personalized, handmade artifacts designed by the families to celebrate their children. Photos of the children and artwork by children were on display in every household, and some adults created original homages to their children, which prompted commentary and stories that extolled the children’s achievements and reminded them how much they were loved and cherished.
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Hurlburt, Russell T., and Christopher L. Heavey. Inner Speaking as Pristine Inner Experience. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198796640.003.0007.

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Inner speaking is a directly apprehended phenomenon, not an inference or metaphorical claim about a psychological process. Investigations of inner speaking require a method that carefully explores phenomena as they actually occur. Descriptive Experience Sampling (DES) is an attempt at such a method, and is described in this chapter, including an annotated case study of its results. DES investigations suggest that many claims about inner speech are hugely mistaken, leading to the conclusion that powerful presuppositions about inner speech can lead investigations astray; the chapter discusses the recognition and the bracketing of presuppositions. It suggests skepticism about claims based on Vygotskian or other theory, on introspection, on experimental manipulations, or on questionnaires unless the method used provides a principled rationale for the bracketing of presuppositions. The chapter describes aspects of inner speaking not frequently recognized as occurring: partially or completely unworded inner speaking, multiple simultaneous inner speaking, meaningless inner speaking.
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1944-, Garnier Catherine, Bednarz Nadine, Ulanovskaya Irina, and Dupin Jean-Jacques, eds. Après Vygotski et Piaget: Perspective sociale et constructiviste : écoles russe et occidentale. 2nd ed. Bruxelles: De Boeck, 2004.

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Book chapters on the topic "Vygotskian theory"

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Young, Gerald. "Contemporary Elaborations of Vygotskian Theory." In Adult Development, Therapy, and Culture, 115–43. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4757-9015-3_7.

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Grimmett, Helen. "Cultural-Historical Theory and the Vygotskian Project." In The Practice of Teachers’ Professional Development, 1–28. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-610-3_1.

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Daniels, Harry, and Emma Downes. "A Vygotskian Argument for Teaching Drama in Secondary Schools." In Creativity Theory and Action in Education, 153–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78928-6_10.

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Robbins, Dorothy. "Background Information on Vygotskian Theory and Vygotsky the Man." In Vygotsky’s Psychology-Philosophy, 1–18. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1293-6_1.

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Veraksa, Aleksander, Joaquim Quintino Aires, Sergey Leonov, and Martin Musálek. "The Vygotskian approach in physical education for early years." In Vygotsky’s Theory in Early Childhood Education and Research, 179–90. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315098203-14.

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Jackson, Glenda. "Reflections on Australian Home Education Research and Vygotskian Learning Theory." In International Perspectives on Home Education, 30–43. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137446855_3.

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Johnson, Karen E., and Paula R. Golombek. "Making L2 Teacher Education Matter Through Vygotskian-Inspired Pedagogy and Research." In The Routledge Handbook of Sociocultural Theory and Second Language Development, 443–56. New York : Routledge, 2018. | Series: Routledge handbooks in applied linguistics: Routledge, 2018. http://dx.doi.org/10.4324/9781315624747-28.

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Sebastián, Christian, Martín Vergara, and María Rosa Lissi. "The Vygotskian Contribution to the Construction of a General Theory of Human Learning." In Latin American Voices, 227–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72953-0_13.

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Zhang, Qian-Mei. "10. Research on Second Language Teacher Motivation from a Vygotskian Activity Theory Perspective: A Case Study of Two Novice English Teachers in China." In L2 Selves and Motivations in Asian Contexts, edited by Matthew T. Apple, Dexter Da Silva, and Terry Fellner, 172–94. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096756-011.

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Sutton, Andrew. "L. S. Vygotskii: The Cultural-Historical Theory, National Minorities and the Zone of Next Development." In Cultural Diversity and Learning Efficiency, 89–117. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19131-4_5.

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Conference papers on the topic "Vygotskian theory"

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Cowling, Michael, and Robert Vanderburg. "An Interactive Virtual Reality Physics Instructional Environment based on Vygotskian Educational Theory." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0116.

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Physics Education is a popular application for Virtual Reality (VR), with many simulations being available for students to manipulate objects in virtual space. However, most of these applications take a Piagetian approach to learning, instructing first in a traditional way and then exposing students to VR in a sandbox environment without the instructor present. This paper proposes a design for a VR physics simulation that takes a Vygotskian approach using Zone of Proximal Development (ZPD) and scaffolding to teaching physics, allowing the students and instructor to collaborate in virtual space. Using gravity and circular motion as a case study, this paper discusses a design to facilitate this learning comprising a virtual universe with control of planet placement and size, external satellite placement and size, as well as gravitational forces acting on these objects, along with a design-based research (DBR) research design to evaluate both usability and learning for the intervention.
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Reid, James. "The Change Laboratory in CLIL settings: Foregrounding the Voices of East Asian Students." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-7.

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I propose that the Change Laboratory is an underutilized intervention research methodology that can be used to foreground the voices, needs and rights of East Asian students taking English Medium Instruction classes predicated on the Western Socratic learning habitus. In particular, I relate the Change Laboratory methodology to a specific type of EMI pedagogy known as CLIL, Content Language Integrated Learning. What separates CLIL courses from content-based language learning and other forms of EMI, is the planned integration of the ‘4Cs’ of content, cognition, communication and culture into teaching and learning practice (Coyle et al., 2010). CLIL pedagogy aims to motivate and empower students in learner-centered classrooms. However, student voices have not often been foregrounded in research. The Change laboratory (Virkkunen and Newnham, 2013) is an intervention research methodology that can empower students with regard to course design. It applies a “Vygotskyan developmental approach in real-world, collective, organizational settings” (Bligh and Flood, 2015) and is therefore in accordance with CLIL pedagogy underpinned by the constructivist ideas of Bruner, Vygotsky and Piaget. There is much potential for the Change Laboratory to be used in course design as it focuses on how “institutional forms actually unfold locally” (Bligh and Flood, 2015) and has the ability to “develop the transformative agency of marginalized voices in higher education” (Bligh and Flood, 2015). Thus, I argue that Change Laboratory interventions can reduce linguistic imperialism, or perceptions thereof, in English Medium Instruction or CLIL settings in East Asia. They can help investigate the perception of cultural habitus – Confucian and Socratic – that may affect learning dispositions and in doing so redesign courses that better fit the needs of learners.
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