A Sociocultural Analysis of Social Interaction and Collaboration Within the Cooking Practices of Children

Bligh, Caroline; Fathima, M. Parimala

doi:10.1080/02568543.2017.1344162

Cited by 6 publications

(4 citation statements)

References 24 publications

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“…We can recognise that “learning and teaching combine as an essentially social process that is situated within, and shaped by, social and cultural contexts” (Bligh & Fathima, , p. 530), and that “collaboration and participation with knowledgeable others” (Bligh & Fathima, , p. 531) can help children to learn, and helps us to make sense of the notions of “apprenticeship, guided participation, and participatory appropriation” (Bligh & Fathima, , p. 531). None of the observations of how imitation, observation, trying things out, discussion, and other forms of social interaction, including play (Mathis, , p. 626), can help learning (Bligh & Fathima, , pp. 538–545) are explained by Vygotsky's theoretical account, and none of them need Vygotsky's theoretical account to be explicable.…”

Section: Discussionmentioning

confidence: 99%

Vygotsky, Wittgenstein, and sociocultural theory

Newman

2018

J Theory Soc Behav

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This paper considers the use made of Vygotsky's work by many who take a sociocultural perspective and, in particular, by those who use his work to advance a particular view of second language acquisition and the 'silent period'. It is argued that Vygotsky's account as represented in Thought and Language (Vygotsky, 1986) needs to be thought of as consisting of two distinct aspects: first, the observations he made (or claimed to have made) and, second, the theoretical account he proposed to explain them. It is shown that some of Vygotsky's observations are problematic but that, even if they are accepted, Vygotsky's theoretical account suffers from fundamental difficulties. Thus the support claimed from Vygotsky in accounts of second language acquisition is misplaced, first because of those difficulties and, second, because many who claim support from Vygotsky, do not need or even use his theory but instead focus their attention on his empirical observations and assume incorrectly that if their own empirical observations match Vygotsky's, then Vygotsky's theory can be accepted.Wittgenstein's later philosophy is shown to provide a perspective which dispels confusions about, and gives us a clearer insight into, the issues.

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Section: Discussionmentioning

confidence: 99%

Vygotsky, Wittgenstein, and sociocultural theory

Newman

2018

J Theory Soc Behav

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“…The interplay between the elements of an activity system can provide new opportunities for learning and for change (Engestro ¨m, 2001) and it is through interaction in a shared activity that the subject adjusts their thinking and behaviour to bring about a change (Bligh and Fathima, 2017).…”

Section: The Gcse Chemistry Practical Activity Systemmentioning

confidence: 99%

A holistic framework for developing purposeful practical work

Hennah

Newton

Seery

2022

Chem. Educ. Res. Pract.

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“…(3) Collaborative activities usually encourage motivation and competitive spirit in a positive sense for students, (4) Students also gain significant learning resources from teachers in addition to their school teachers who they have known. In addition to these advantages, there are many other values, both direct and indirect (Bligh and Fathima, 2017). In general, elaboration is a stage of learning that is conducted diligently and carefully.…”

Section: Concept Of Collaboration and Elaborationmentioning

confidence: 99%

Integrating Character Education Into the RECE Learning Model Through Pancasila and Citizenship Education Subjects

et al. 2022

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This study aimed to investigate teaching character education values using the RECE (reflective, engage, collaborative, and elaborative) model. In Indonesia, Pancasila and Citizenship Education Subjects are mandatory programs that must be incorporated into each activity in schools, either through particular programs or the subjects taught. The civic education module taught in schools has a wider responsibility to teach character education. Currently, this module focuses on theory and encourages students to learn about character. Although teachers can use a wide variety of learning models for teaching character, this study uses a qualitative and descriptive approach focused on exploring the RECE teaching model. This method enables researchers to go to classrooms and observe how teachers impart character education. In total, 15 respondents participated in this study. Of these, three were citizenship education teachers, one was a vice-principal, one was a school principal, and ten were senior high school students in Jakarta. To obtain data, in-depth interviews were used along with 135-min long focus group discussions with all participants. The data were then analyzed using the content analysis method and nVivo software. The results showed that students can reflect, elaborate, collaborate, and communicate well when learning character education in school. The four stages of teaching character education were successful in integrating values in the classroom. This study has implications for the teachers who impart character education.

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A Sociocultural Analysis of Social Interaction and Collaboration Within the Cooking Practices of Children

Cited by 6 publications

References 24 publications

Vygotsky, Wittgenstein, and sociocultural theory

Vygotsky, Wittgenstein, and sociocultural theory

A holistic framework for developing purposeful practical work

Integrating Character Education Into the RECE Learning Model Through Pancasila and Citizenship Education Subjects

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