Concepts, Contexts, and Transformation
Scientific and Everyday Concepts Revisited. A Special Issue of mind, Culture and Activity
Seiten
1998
Lawrence Erlbaum Associates Inc (Verlag)
9780805898279 (ISBN)
Lawrence Erlbaum Associates Inc (Verlag)
9780805898279 (ISBN)
- Titel ist leider vergriffen;
keine Neuauflage - Artikel merken
Continuing the discussion initiated by Piaget and Vygotsky on the nature of and relationship between spontaneous and scientific concepts, this volume reconsiders ideas first presented sixty years previous.
This special issue continues the discussion initiated by Piaget and Vygotsky on the nature of and relationship between spontaneous and scientific concepts, and comes out of a sense of continuity with and a reconsideration of ideas presented by Vygotsky over 60 years ago. Two themes run through current discussions and are reflected in the articles written for this issue: First, the relations between children's learning before they enter school and the learning they do in school and, second, flowing from analysis of the first theme, pedagogical approaches that will facilitate learning for all children and that all the articles are motivated on the latter score is evident. Of interest, however, is that they differ in their interpretations of Vygotsky's writing about the relations between scientific and everyday concepts. Their different interpretations in turn lead them to different conclusions about Vygotsky's view of classroom learning.
This special issue continues the discussion initiated by Piaget and Vygotsky on the nature of and relationship between spontaneous and scientific concepts, and comes out of a sense of continuity with and a reconsideration of ideas presented by Vygotsky over 60 years ago. Two themes run through current discussions and are reflected in the articles written for this issue: First, the relations between children's learning before they enter school and the learning they do in school and, second, flowing from analysis of the first theme, pedagogical approaches that will facilitate learning for all children and that all the articles are motivated on the latter score is evident. Of interest, however, is that they differ in their interpretations of Vygotsky's writing about the relations between scientific and everyday concepts. Their different interpretations in turn lead them to different conclusions about Vygotsky's view of classroom learning.
Volume 5, Number 2, 1998 Contents: H. Mahn, V. John-Steiner, Introduction R. van der Veer, From Concept Attainment to Knowledge Formation. E.S. Lima, The Educational Experience With the Tikuna: A Look Into the Complexity of Concept Construction. E.A. Forman, J. Larreamendy-Joerns, Making Explicit the Implicit: Classroom Explanations and Conversational Implicatures. M. Hedegaard, Situated Learning and Cognition: Theoretical Learning and Cognition. V. Jonn-Steiner, T.M. Meehan, H. Mahn, A Functional Systems Approach to Concept Development. B. van Oers, The Fallacy of Decontextualization. W.L. Wardekker, Scientific Concepts and Reflection.
| Erscheint lt. Verlag | 10.7.2007 |
|---|---|
| Verlagsort | Mahwah |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie |
| Geisteswissenschaften ► Psychologie ► Verhaltenstherapie | |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Ethnologie | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-13 | 9780805898279 / 9780805898279 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
Mehr entdecken
aus dem Bereich
aus dem Bereich
Lernen, Emotion, Motivation, Gedächtnis
Buch | Softcover (2025)
Beltz (Verlag)
CHF 39,20
Wahrnehmung, Aufmerksamkeit, Denken, Sprache
Buch | Softcover (2025)
Julius Beltz (Verlag)
CHF 39,20
