Sociocultural studies: history, action, and mediation

Wertsch, James V.; Río, Pablo del; Álvarez, Amelia

doi:10.1017/cbo9781139174299.002

Cited by 173 publications

(126 citation statements)

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“…The socio-cultural learning theories see learning as a cognitive process that takes place in social interaction, embedded in its (immediate and wider) historical, cultural, and social contexts. Interaction is mediated by cultural tools that provide bridges and shape the action between the individual and the world (Wertsch et al 1995, Lattuca 2002. By appropriating cultural tools from each other, partners develop an increasing intersubjectivity that leads to mutual understanding, prepares the participants for subsequent involvement in related activities, and reproduces and changes the existing cognitive and social order (Wertsch et al 1995, Rogoff 1995.…”

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confidence: 99%

“…Interaction is mediated by cultural tools that provide bridges and shape the action between the individual and the world (Wertsch et al 1995, Lattuca 2002. By appropriating cultural tools from each other, partners develop an increasing intersubjectivity that leads to mutual understanding, prepares the participants for subsequent involvement in related activities, and reproduces and changes the existing cognitive and social order (Wertsch et al 1995, Rogoff 1995. Rogoff (1995) stresses that learning means change not only on the personal level, but also on the interpersonal and community levels.…”

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Growing into Interdisciplinarity: How to Converge Biology, Economics, and Social Science in Fisheries Research?

Haapasaari¹,

Kulmala²,

Kuikka³

2012

E&S

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ABSTRACT. It has been acknowledged that natural sciences alone cannot provide an adequate basis for the management of complex environmental problems. The scientific knowledge base has to be expanded in a more holistic direction by incorporating social and economic issues. As well, the multifaceted knowledge has to be summarized in a form that can support science-based decision making. This is, however, difficult. Interdisciplinary skills, practices, and methodologies are needed that enable the integration of knowledge from conceptually different disciplines. Through a focus on our research process, we analyzed how and what kind of interdisciplinarity between natural scientists, environmental economists, and social scientists grew from the need to better understand the complexity and uncertainty inherent to the Baltic salmon fisheries, and how divergent knowledge was integrated in a form that can support science-based decision making. The empirical findings suggest that interdisciplinarity is an extensive learning process that takes place on three levels: between individuals, between disciplines, and between types of knowledge. Such a learning process is facilitated by agreeing to a methodological epochè and by formulating a global question at the outset of a process.

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confidence: 99%

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confidence: 99%

Growing into Interdisciplinarity: How to Converge Biology, Economics, and Social Science in Fisheries Research?

Haapasaari¹,

Kulmala²,

Kuikka³

2012

E&S

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“…"Contexts" are embedded within structures (e.g., historical, political, economic, cultural, and institutional environments) that contribute to shaping individuals' learning and professional identity (Lindholm, 2004;Rogoff, 1990;Wertsch, del Rio, & Alvarez, 1995). Two overarching structures most visibly influenced members' research experiences: institutional priorities and economic factors.…”

Section: Sociocultural Factorsmentioning

confidence: 99%

Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences

Burt

2018

American Educational Research Journal

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This article advances the Theoretical Model of Engineering Professorial Intentions to explain why individuals do or do not choose to pursue faculty careers. A 13-month ethnographic study of members of a diverse chemical engineering research group was conducted. The resulting theoretical model accounts for six emergent components that contribute to members' identification with faculty careers: (1) social identities and personal factors; (2) sociocultural factors; (3) participation, interactions, and learning in research group experiences; (4) faculty prototype; (5) social comparisons; and (6) AbstractThis article advances the Theoretical Model of Engineering Professorial Intentions to explain why individuals do or not choose to pursue faculty careers. A thirteen-month ethnographic study of members of a diverse chemical engineering research group was conducted. The resulting theoretical model accounts for six emergent components that contribute to members' identification with faculty careers: 1) social identities and personal factors; 2) sociocultural factors; 3) participation, interactions, and learning in research group experiences; 4) faculty prototype; 5) social comparisons; and, 6) individual and institutional experiences. The article concludes with implications for further research and recommendations regarding mentoring and design of research group experiences that may promote greater interest in and identification with the professoriate.

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“…Essa distinção representa a controvérsia mais recente neste campo de estudo 2 . Essa controvérsia, também referida como "divisão cognitivo-situativo" (Vosniadou, 2007a), tem uma longa história em debates acadêmicos, tendo sua origem nos escritos de Wilhelm Wundt, considerado por muitos como sendo "o pai da Psicologia" (Wertsch, del Rio, & Alvarez, 1995). Nos últimos anos, no entanto, o debate entre abordagens cognitiva e situativa (sociocultural) tem sido transferido para a pesquisa em mudança conceitual (Vosniadou, 2007a).…”

Section: As Abordagens Cognitiva E Situativaunclassified

Um Panorama da Pesquisa Internacional sobre Mudança Conceitual

Pereira¹

2017

RBPEC

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Apresentamos quatro distinções básicas para revisar a pesquisa internacional sobre mudança conceitual: (1) as abordagens clássica e reenquadrada à mudança conceitual; (2) as perspectivas da coerência e da fragmentação do conhecimento intuitivo; (3) as tendências frias e aquecidas na pesquisa em mudança conceitual; (4) as abordagens cognitiva e situativa à cognição humana. De acordo com essas distinções, a mudança conceitual não é uma substituição de uma concepção por outra, mas sim o uso de uma concepção adequada de acordo com o contexto. Além disso, as concepções são descritas não apenas em termos de estruturas do tipo teoria, mas também em termos de conhecimento em pedaços. Adicionalmente, a mudança conceitual não é vista como um processo puramente racional, mas sim como algo que envolve aspectos motivacionais e fatores contextuais de sala de aula. Finalmente, a mudança conceitual envolve não apenas a mente individual, mas também um conjunto de artefatos e sistemas simbólicos disponíveis em contextos socioculturais particulares.Palavras-chave: mudança conceitual; controvérsias; revisão da literatura.In this paper, we present four basic distinctions to review the modern research on conceptual change: (1) the classical and re-framed approaches to conceptual change; (2) the coherence and fragmentation perspectives of intuitive knowledge; (3) the cold and warming trends in conceptual change research; (4) the cognitive and situative approaches to human cognition. According to these distinctions, conceptual change is not a matter of replacing one conception with another, but of evoking an appropriate conception depending on the context. In this connection, conceptions are described not only in terms of theory-like structures, but also in terms of knowledge in pieces. In addition, conceptual change is not viewed as a purely rational process, but rather as a process involving motivation and classroom contextual factors. Finally, conceptual change involves not only individual minds, but also a set of artifacts and symbolic systems available in particular socio-cultural contexts.

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Sociocultural studies: history, action, and mediation

Cited by 173 publications

References 0 publications

Growing into Interdisciplinarity: How to Converge Biology, Economics, and Social Science in Fisheries Research?

Growing into Interdisciplinarity: How to Converge Biology, Economics, and Social Science in Fisheries Research?

Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences

Um Panorama da Pesquisa Internacional sobre Mudança Conceitual

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