The Transformation of Learning: Advances in Cultural-Historical Activity TheoryBert van Oers, Wim Wardekker, Ed Elbers, René van der Veer Cambridge University Press, 2008 M03 3 The Transformation of Learning gives an overview of some significant advances of the cultural-historical activity theory, also known as CHAT in the educational domain. Developments are described with respect to both the theoretical framework and research. The book's main focus is on the evolution of the learning concept and school practices under the influence of cultural-historical activity theory. Activity theory has contributed to this transformation of views on learning, both conceptually and practically. It has provided us with a useful approach to the understanding of learning in cultural contexts. |
Contenido
Sección 17 | 219 |
Sección 18 | 242 |
Sección 19 | 273 |
Sección 20 | 289 |
Sección 21 | 294 |
Sección 22 | 297 |
Sección 23 | 301 |
Sección 24 | 304 |
Sección 9 | 76 |
Sección 10 | 100 |
Sección 11 | 127 |
Sección 12 | 137 |
Sección 13 | 157 |
Sección 14 | 163 |
Sección 15 | 182 |
Sección 16 | 201 |
Sección 25 | 312 |
Sección 26 | 319 |
Sección 27 | 342 |
Sección 28 | 358 |
Sección 29 | 370 |
Sección 30 | 377 |
Sección 31 | 380 |
Otras ediciones - Ver todas
The Transformation of Learning: Advances in Cultural-Historical Activity Theory Bert van Oers,Wim Wardekker,Ed Elbers,René van der Veer Sin vista previa disponible - 2008 |
The Transformation of Learning: Advances in Cultural-Historical Activity Theory Bert van Oers,Wim Wardekker,Ed Elbers,René van der Veer Sin vista previa disponible - 2010 |
Términos y frases comunes
action activity theory adults Age of Enlightenment analysis Andalusian approach argues argument artefacts Bakhtin behavior Cambridge University Press causal-genetic method child classroom cognitive collaboration complex concept concrete configurations construction context cultural identity cultural tools cultural-historical cultural-historical psychology developmental dialogical discourse distance learning drie emigrants example experience exploratory talk external Ferguslie Park formation fouzia Galperin Glasersfeld Harvard University historical human development idea immigrants important individual instruction interaction internal knowledge language learner learning activity Leontiev linguistic Lonneke ludic material means mediation mental activity Mercer mind Moroccan neoliberal object organization participation partnership person perspective post-test practice pretend play problem production proximal development psychological processes reason relation result role São Paulo Scotland semiotic situation social sociocultural specific speech structure teacher theoretical thinking tion transformation understanding Veer verbal Vygotskian Vygotsky Vygotsky's Wegerif Wertsch zone of proximal
Pasajes populares
Página 5 - For the things we have to learn before we can do them, we learn by doing them, eg men become builders by building and lyre players by playing the lyre; so do we become just by doing just acts, temperate by doing temperate acts, brave by doing brave acts.
Página 15 - We can formulate the general genetic law of cultural development as follows: every function in the cultural development of the child appears on the stage twice, in two planes, first, the social, then the psychological, first between people as an intermental category, then within the child as a [sic] intramental category.