A Way to Implement the Neo-Vygotskian Theoretical Learning Approach in the Schools

Karpov, Yuriy V.

doi:10.12785/ijpi/010104

Cited by 9 publications

(9 citation statements)

References 8 publications

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“…In the course of development, these naive theories are fuelled not only by children's autonomous IR but also by conceptual input from their cultural communities. Neo-Vygostkian approaches of theoretical learning in classrooms try to articulate these two sources of knowledge, by affording pupils opportunities to use IR to cope with problem situations, while at the same time instilling discipline-related concepts (Karpov, 2013).…”

Section: Inductive Reasoning and The Development Of Intelligencementioning

confidence: 99%

Children’s Inductive Reasoning: Developmental and Educational Perspectives

Perret

2015

J Cogn Educ Psych

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Omnipresent in human thought, inductive reasoning consists in (a) detecting regularities, (b) abstracting relations, and (c) deriving general rules. In the first part of this article, I attempt to identify the basic mechanisms underpinning inductive reasoning and the reasons why it is so central to the workings of intelligence. I then go on to describe several factors that researchers in developmental psychology believe may contribute to the development of inductive reasoning. Each factor’s influence is illustrated by its potential contribution to the resolution of Raven’s Progressives Matrices. In the third and final part, I examine the issue from an educational perspective, showing how developmental hypotheses can inform different types of interventions designed to foster inductive reasoning in children.

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Section: Inductive Reasoning and The Development Of Intelligencementioning

confidence: 99%

Children’s Inductive Reasoning: Developmental and Educational Perspectives

Perret

2015

J Cogn Educ Psych

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“…Two DT approaches emerged from this educational research tradition. The first is Gal'perin's (1957/1989b, 1978/1992) method of stage-by-stage formation of mental actions and concepts, which continues to be refined and advocated for (Arievitch & Haenen, 2005;Arievitch & Stetsenko, 2000;Arievitch & van der Veer, 1995;Engeness, 2021;Engeness & Lund, 2020;Haenen, 2000Haenen, , 2001Karpov, 2013;Karpov & Haywood, 1998;Karpov & Kozulin, 2018;Kozulin et al, 2003;Lantolf & Poehner, 2014). The second is El'konin-Davydov's developmental education, which was refined by Davydov (1972Davydov ( / 19991988/2012 and also continues to be refined and advocated for (Aidarova, 1982;Chaiklin et al, 1999;de Araujo et al, 2020;Engeström et al, 1999;Hedegaard, 1996;Hedegaard & Chaiklin, 2005;Hedegaard & Lompscher, 1999;Kozulin et al, 2003Kozulin et al, , 2018Markova et al, 1974Markova et al, / 1979Schmittau, 2004;Venenciano et al, 2021;Zuckerman, 2004).…”

Section: Dt Approaches and Their Promising Role In Addressing The Cha...mentioning

confidence: 99%

Conceptual Change and Education: The Neglected Potential of Developmental Teaching Approaches

Gennen¹

2023

Human Development

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Research on conceptual change (CC) has revealed that students face difficulties when learning that requires significant changes to their prior knowledge. Researchers have documented the challenges in education to promote CCs and concluded that conventional teaching does not facilitate these changes. Moreover, both research on educational approaches that addresses the CC challenges and these approaches require refinement. II show that developmental teaching (DT) approaches, including El’konin-Davydov’s developmental education and Gal’perin’s method of stage-by-stage formation of mental actions and concepts, are promising for addressing CC challenges but are absent from CC research literature. I first review the CC challenges revealed in CC research, the way in which three CC research trends – framework theory, ontological theory, and knowledge-in-pieces theory – interpret them, and their educational recommendations to foster CC. Next, I present CC challenges and educational recommendations to foster CC from a DT perspective. I delineate convergences and divergences between the three CC research trends and DT research concerning both educational design and theories of CC. I conclude by suggesting articulations between DT research and CC research in general and the three CC research trends in particular.

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“…Karpov (2013) por sua vez, constatou um aumento da motivação de estudantes e de professores de ensino fundamental que participaram de experiências de aprendizagens fundamentadas na teoria de Galperin.…”

Section: Depois Os Papeis São Invertidosunclassified

A teoria da Formação Planejada das Ações Mentais e dos Conceitos de P. Ya. Galperin: contribuições para a Didática Desenvolvimental

Núñez¹,

Ramalho²

2017

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A Way to Implement the Neo-Vygotskian Theoretical Learning Approach in the Schools

Cited by 9 publications

References 8 publications

Children’s Inductive Reasoning: Developmental and Educational Perspectives

Children’s Inductive Reasoning: Developmental and Educational Perspectives

Conceptual Change and Education: The Neglected Potential of Developmental Teaching Approaches

A teoria da Formação Planejada das Ações Mentais e dos Conceitos de P. Ya. Galperin: contribuições para a Didática Desenvolvimental

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