Mediated Learning Experience

Feuerstein, Reuven; Rand, Yaacov; Rynders, John E.

doi:10.1007/978-1-4899-6128-0_5

Cited by 92 publications

(139 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…284 Educ Psychol Rev (2010) 22:271-296 In the dynamic assessment literature, attention has been paid to instruments that focus on the key characteristic of contingency. Feuerstein and Feuerstein (1991), for example, described the mediated learning experience (MLE) to discern the powerful factors in interaction that influence the higher mental functioning in the child. A rating scale with these factors was developed and proved to be a reliable measurement tool to assess the mediational repertory of the assessor.…”

Section: The Measurement Of Scaffoldingmentioning

confidence: 99%

Scaffolding in Teacher–Student Interaction: A Decade of Research

2010

View full text Add to dashboard Cite

Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade's scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made.Keywords Scaffolding . Teacher-student interaction . Review . Primary and secondary educationThe concept of scaffolding has received a great deal of attention in educational research over the past few decades. An abundance of research on scaffolding in different contexts is thus the result. Scaffolding highlights one of the key aspects of children's learning, namely that it is often "guided by others" (Stone 1998a, p. 351).Scaffolding is typically associated with the socio-cultural theory of Vygotsky. Wood et al. (1976) adopted the scaffolding metaphor to explain the role that adults can play in joint problem-solving activities with children. Borrowed from the field of construction, where a scaffold is a temporary structure erected to help with the building or modification of another structure, the use of scaffolding as a metaphor within the domain of learning refers to the Educ Psychol Rev (2010) 22:271-296 DOI 10.1007 J. van temporary support provided for the completion of a task that learners otherwise might not be able to complete. This support can be provided in a variety of manners that for example includes modeling and the posing of questions for different subjects (e.g., science, social studies) at different ages. Stone (1993) described a Vygotskian-inspired analysis of scaffolding. According to Vygotsky, learning first takes place on a social (intermental) level before it takes place on an individual (intramental) level. In Stone's view, the student is not a passive participant in teacher-student interaction but scaffolding is seen as a fluid, interpersonal process in which both participants are active participants. Both participants actively build common understanding or intersubjectivity through communicative exchanges in which the student learns from the perspective of the more knowledgeable other.Because scaffolding is such a dynamic intervention finely tuned to the learner's ongoing progress, the support given by the teacher during scaffolding strongly depend...

show abstract

Section: The Measurement Of Scaffoldingmentioning

confidence: 99%

Scaffolding in Teacher–Student Interaction: A Decade of Research

2010

View full text Add to dashboard Cite

show abstract

“…Furthermore, according to this theory, children with special needs find it difficult to respond to regular mediation, but adjusted mediation could affect a powerful and essential cognitive change [36].…”

Section: Resultsmentioning

confidence: 99%

"I Teach Better with the Puppet" - Use of Puppet as a Mediating Tool in Kindergarten Education – an Evaluation

Remer¹,

Tzuriel²

2015

EDUCATION

View full text Add to dashboard Cite

A focus of interest among researchers and educators is to find teaching methods adjusted to developmental aspects in early childhood. Teaching that generates significant learning and creates motivation, interest and enjoyment in young children is a real challenge in contemporary education. The effectiveness of using puppets in early childhood has been demonstrated in clinical areas as having the potential to create communication, increase involvement and change attitudes. However, there is limited research literature relating to the use of puppets as a teaching method, and therefore a methodology based on measurement and evaluation is lacking in this field. This article presents partial results of a broader study that examined the influence of an intervention program integrating a puppet as a mediation tool on learning motivation, and enhancing literacy achievements in regular and special kindergarten children. One of the aims of this research was to evaluate, from mediators' perspectives, the use of puppets as a mediation tool for kindergarten children. This evaluation was carried out by means of personal interviews with each of the mediators at the end of the intervention program. From the interviews it became apparent that the mediators considered the puppets to be an effective tool for young children's developmental aspects, by means of which they could relate to cognitive, emotional, and social realms. Mediation using puppets facilitated learning processes, while using puppets, children's cooperation level increased, as did interest, attention span and their involvement in learning interaction was evident. The puppets contributed to the mediators' self-confidence and to their sense of professionalism. During the puppets mediation, the mediators felt that they were teaching in a clear manner, and they felt they were being interesting and. interactive. By using puppets, they succeeded in creating a close personal connection with the children. These findings have an applicable contribution in presenting the effectiveness of the puppet as a mediation tool for use in kindergarten and with special needs children.

show abstract

“…The cognitive education perspective was based on theories developed by Feuerstein (Feuerstein et al, 1991 (Feuerstein et al, 1988) has been influenced by Vygotsky (1978) as to how learning is developed in a social context. The most important characteristics of Mediated Learning Experience are mediation of intention and reciprocity, there must be an agreement of the intention with the work between mediator and student, mediation of transcendency, development of thinking beyond here and now and mediation of 3 meaning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Deaf Children’s Concept Formation in Mathematics

Foisack¹

2005

J Cogn Educ Psych

View full text Add to dashboard Cite

The question of why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts: the concept of multiplication with whole numbers and the concept of length.Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language is illuminated.The children in this study were pupils in a School for the Deaf, a bilingual school with the languages Swedish Sign Language and Swedish. Seven 11-year-old pupils, all the pupils in one group in grade 4, were studied. Video recordings were made of pupil-teacher interactions in problem solving situations in sign language only, with paper and pencil, with learning materials, and with real things.A large variability in the pupils’ ability to solve the problems was found depending on different factors identified by Feuerstein, e.g., self-confidence, looking for meaning, search of challenge, intention to finish the work, and use of known facts. No difference was found concerning the steps towards comprehension of the concepts for the deaf pupils in the study compared to those of hearing pupils. In accordance with earlier studies, it was found that the deaf pupils needed more time to learn mathematics than hearing pupils normally do. As a consequence, they may learn certain concepts at a later age, and the pathways towards comprehension may vary compared to those of hearing pupils. The structure of sign language and the lack of an established terminology in mathematics are also of importance.The bilingual situation for deaf pupils is a reason for developing methods of teaching mathematics to deaf pupils alternative to methods used today.

show abstract

Mediated Learning Experience

Cited by 92 publications

References 2 publications

Scaffolding in Teacher–Student Interaction: A Decade of Research

Scaffolding in Teacher–Student Interaction: A Decade of Research

"I Teach Better with the Puppet" - Use of Puppet as a Mediating Tool in Kindergarten Education – an Evaluation

Deaf Children’s Concept Formation in Mathematics

Contact Info

Product

Resources

About