Introduction: Sociocultural Theory and Education: Students, Teachers, and Knowledge

Kozulin, Alex; Gindis, Boris; Ageyev, Vladimir S.; Miller, Suzanne M.

doi:10.1017/cbo9780511840975.002

Cited by 56 publications

(62 citation statements)

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“…A escola tem o potencial educativo de mobilizar a expressão de zonas proximais do estudante, impulsionando-o a funcionar em nível ótimo (Fischer, Knight, & van Parys, 1993;Kozulin, Gindis, Ageyev, & Miller, 2003;Vygotsky, 1978). Por outro lado, a escola pode mobilizar as práticas pedagógicas de modo a enfatizar o nível funcional do aluno.…”

Section: Discussionunclassified

Validação da Escala de Abordagens de Aprendizagem (EABAP) em uma amostra brasileira

Gomes¹,

Golino²,

Pinheiro³

et al. 2011

Psicol. Reflex. Crit.

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Resumo O presente estudo teve como objetivo validar a Escala de Abordagens de Aprendizagem (EABAP), construída para mensurar a dimensão Superficial e Profunda, em uma amostra brasileira. Fizeram parte da pesquisa 716 estudantes do ensino fundamental e médio de uma escola de Belo Horizonte. A análise fatorial exploratória foi utilizada para a identificação das dimensões e seleção dos melhores itens. Dos 27 itens estipulados, foram mantidos 17. A Análise Fatorial Confirmatória indicou a adequação da solução de um fator geral e de dois fatores específicos que representam a Abordagem Superficial e a Profunda (χ2=281,50; gl=116; CFI=0,94; GFI=0,95 e RMSEA=0,05). São discutidas implicações dos resultados para a teoria das abordagens, assim como algumas potencialidades do EABAP para a Psicologia Educacional. Palavras-chave: Abordagem profunda; Aprendizagem; Validação. AbstractThe main objective of the current study is to build and validate the Learning Approach Scale (LAS), which was developed to assess the deep and surface dimensions in a Brazilian sample. Seven hundred sixteen participants from junior and high schools in the city of Belo Horizonte took part in the research. The exploratory factor analysis was used to identify those dimensions and to select the best items. Only 17 items were kept from the 27 original ones. By the Confirmatory Factor Analysis it was possible to identify the adequacy of one general and two specific factors, the latter representing the deep and surface approaches (χ2=281.50; gl=116; CFI=0.94; GFI=0.95 and RMSEA=0.05). The implications of the results for the theory of approaches and the application of the scale in the Educational Psychology field are discussed. Keywords: Deep approach; Learning process; Factorial validation. Abordagens de AprendizagemSegundo Boruchovitch (1999), estudos evidenciam que as escolas, em sua maioria, não têm intervindo adequadamente no processo de "aprender a aprender" e "aprender a pensar" dos estudantes. Ao contrário, sustentam sua proposta pedagógica no modelo de transmissão da informação. Paradoxalmente, elas demandam habilidades cognitivas de alto nível, como análise, dedução, inferência lógica, interpretação de elementos implícitos, entre outras, no cotidiano dos alunos (Almeida, 1996;Boruchovitch, 1999;Mettrau & Mathias, 1998). Essa condição faz com que pesquisadores salientem o desajuste entre o que a escola exige e proporciona (Almeida, 1992;Gomes, 2005). Tanto na educação básica quanto na educação superior, há ocorrência de déficits de desempenho e problemas de compreensão do conteúdo estudado (Almeida, 1996;Duarte, 2002;Gomes, 2005). Esses estudos apontam, também, a necessidade de se investigar os processos envolvidos na aprendizagem e no desempenho escolar, e demonstram a insuficiência do modelo transmissivo na educação.A aprendizagem, pensada em termos da compreensão do conteúdo pelo aluno e seu desempenho acadêmico, é influenciada por uma diversidade de fatores: a capacidade metacognitiva e de processamento das informações, a motivação, o context...

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Section: Discussionunclassified

Validação da Escala de Abordagens de Aprendizagem (EABAP) em uma amostra brasileira

Gomes¹,

Golino²,

Pinheiro³

et al. 2011

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

show abstract

“…Vygotskian derived socio-cultural theories, for example, Situated Communities of Practice [20,21] and Activity Theory [22-24], are concerned with bi-directional influences between individual and collective knowledge construction and meaning-making, considering the social culture within which people interact. In a similar manner, goals of individuals and institutions can also be considered in context using socio-cultural approaches.…”

Section: Methodsmentioning

confidence: 99%

“…In a similar manner, goals of individuals and institutions can also be considered in context using socio-cultural approaches. For example, Activity Theory provides a model to consider goal related joint activities of people within complex processes involving both individual and institutional expressions of agency [22-24]. Using these theories is appropriate to our research questions as we are concerned with the pursuit of two concurrent goals within the activity systems of primary care workplaces.…”

Section: Methodsmentioning

confidence: 99%

Understanding success and failure in multimorbidity: protocol for using realist synthesis to identify how social learning and workplace practices can be optimised

2013

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BackgroundMultimorbidity is increasingly prevalent but, aside from epidemiological work, the impact on associated provision of healthcare and/or education is little understood. For example, it is unclear how or why healthcare interventions meet (or do not meet) people’s multiple needs. Professionals working in primary care training sites must reconcile two goals: provision of appropriate individualised healthcare and provision of constructive workplace-based learning for future professionals. Given that professionals, learners and patients may have differing priorities and conceptualisations of success and failure in the absence of cure, achievement of both goals depends on social and cultural mechanisms. This review aims to make sense of how healthcare delivery for, and education about, multimorbidity can be concurrently delivered in primary care through identification of relevant theoretical frameworks.Methods/designRealist synthesis identifies and makes sense of variable outcomes caused by interaction between mechanisms and contexts. This review will produce a synthesis of social science, education and primary care literature. Our objective is to understand interactivity between models of workplace-based education and models of patient-centred/integrated care with a focus on perceptions of 'success’ and 'failure’ in multimorbidity. We intend to build a conceptual map and a realist programme theory, populated with evidence from the literature, as the first step towards answering our review question: what is known about how and why concurrent health service delivery and professional medical education interact together to generate outcomes valued by professionals, learners and patients for patients with multimorbidity in primary care? To answer this we are focusing on relationship-based negotiation of needs-based learning and needs-based care as our primary outcome of interest. In this protocol we outline our search strategy and proposed methods of analysis and synthesis of credible and trustworthy data judged to be relevant to our research question.DiscussionFindings will be submitted for peer-reviewed publication. Identification of how mechanisms of social learning and workplace practices could be optimised to improve quality and utility of patient care in multimorbidity is important. This can inform the future research regarding interventions that will produce a sustainable medical workforce equipped to provide healthcare, when the possibility of cure is absent.

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“…Furthermore, sociocultural theory shows that in the accomplishment of activities, new goals and needs may emerge which drive participants to construct or adopt new tools (see for example, Kozulin, et al 2003;Saxe and Guberman 1998). Hence, by participating in communities, students may be compelled to aim for new goals that encourage them to adopt appropriate new practice-related tools, including concepts, symbols and models (Gravemeijer et al 2002).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Learning in the school workplace: knowledge acquisition and modelling in preparatory vocational secondary education

Schaik

Oers

Terwel

2010

Journal of Vocational Education & Training

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This paper addresses the composite question of whether it is better in vocational education to allow students to design their own models and guide them while doing so, or to provide them with ready-made models. To answer this question we set up a design experiment in which students were asked to work on real-life assignments, guided by teachers in the process of designing their products while learning the necessary concepts and skills as they went along. The use of models was required during the design stage. The students were asked to design and build a tandem tricycle during a 10-week period. The experimental sample comprised two schools and 65 students, aged 15 years. A pre-test-post-test control group design was used to determine the results. The two conditions differed in the way models were taught: in the experimental condition the models were co-operatively designed by the students under teacher guidance; in the control condition, readymade models were provided. It was hypothesised that the students in the experimental condition would outperform their counterparts in the control condition on knowledge and modelling. However, it was found that both groups scored equally well on the post-knowledge test in science and mathematics, while the experimental group gained more on modelling. Implications for teacher guidance and school climate are discussed.

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Introduction: Sociocultural Theory and Education: Students, Teachers, and Knowledge

Cited by 56 publications

References 0 publications

Validação da Escala de Abordagens de Aprendizagem (EABAP) em uma amostra brasileira

Validação da Escala de Abordagens de Aprendizagem (EABAP) em uma amostra brasileira

Understanding success and failure in multimorbidity: protocol for using realist synthesis to identify how social learning and workplace practices can be optimised

Learning in the school workplace: knowledge acquisition and modelling in preparatory vocational secondary education

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