Mind in Society

VYGOTSKY, L. S.

doi:10.2307/j.ctvjf9vz4

Cited by 2,643 publications

(1,412 citation statements)

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“…13 Their practical consequences for constructivist pedagogy are frequently in agreement and where they are not in agreement, they can often (although not always) be viewed as complementary rather than competing.…”

Section: Constructivist Teachingmentioning

confidence: 97%

Equipping athletes to make informed decisions about performance-enhancing drug use: a constructivist perspective from educational psychology

Hanson

2009

Sport in Society

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Section: Constructivist Teachingmentioning

confidence: 97%

Equipping athletes to make informed decisions about performance-enhancing drug use: a constructivist perspective from educational psychology

Hanson

2009

Sport in Society

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“…In Study 1, most of them drew only a static AM, which did not illustrate any abstract processes. [12] Conversely, Student-B was unable to internalize the meaning of the photonelectron interaction because she had either less chemistry knowledge or less-well-organized chemical knowledge. In Study 2 before participation in the instructional intervention, both students, Student-A and Student-B, drew static AMs (see Figs.…”

Section: Discussionmentioning

confidence: 99%

Use of Spectroscopic Representations in Student‐Generated Atomic Models

Suits

Hypolite²

2004

Spectroscopy Letters

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The goal of this paper is to illustrate college students' levels of sophistication of their spectroscopic representations (SRs). For example, a photon is drawn as a wavy line, which might be used to enhance their atomic models (AMs). Study 1 was a quantitative study in which 70 students, enrolled in first semester general chemistry, drew or described their own model of the atom. Despite the fact that they had just completed a unit on atomic structure, only 30.6% of these students were classified as having a good understanding of the Bohr AM. Most of these students, 93.8%, incorporated SRs into their models. Conversely, only 41.2% of those who had a moderate AM understanding and only 5% of those with a poor AM understanding used SR in their AMs. Study 2 was a 245 ORDER REPRINTS qualitative study in which 10 volunteers, enrolled in the same course but during a different semester, interacted with a multimedia instructional package and with a tutor. Interviews with two students were selected for in-depth analyses. Each one enhanced their own AM by adding dynamic SR to their original AMs.

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“…In this regard the work of Vygotsky (1978) is noteworthy. The subjects of his inquiries were certainly historically constituted, and it would have been strange if he ignored our historicity given his explicit aim to create a psychology on Marx's method used in Das Kapital.…”

Section: The Milestones In Psychology's Thinking About Its Subjectmentioning

confidence: 95%

Psychology's Subject

Craig

1995

South African Journal of Psychology

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In this article the author aims to highlight or spotlight psychology's subject, that is, who (or perhaps even what) psychology purports to inquire about. I will show how the milestones in modern psychological thinking constitute psychology's subject and note the absence of the lived-body and our historicity in theories of the person.• Die doel van die artikel is om die subjek van sielkunde te belig, dit is, wie (of miskien selfs wat) die sielkunde aanvoer dit bestudeer. Ek sal wys hoe die mylpale in modeme sielkundige denke die subjek van die sielkunde daarstel, en ek sal die aandag vestig op die afwesigheid van die deurleefde-liggaam en ons geskiedkundigheid in teoriee oor die persoon.

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Mind in Society

Cited by 2,643 publications

References 0 publications

Equipping athletes to make informed decisions about performance-enhancing drug use: a constructivist perspective from educational psychology

Equipping athletes to make informed decisions about performance-enhancing drug use: a constructivist perspective from educational psychology

Use of Spectroscopic Representations in Student‐Generated Atomic Models

Psychology's Subject

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