Vygotsky's Doctrine of Scientific Concepts

Karpov, Yuriy V.

doi:10.1017/cbo9780511840975.005

Cited by 66 publications

(24 citation statements)

References 15 publications

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“…Consistent with Karpov's (2003) re-analysis of research on guided discovery learning, the study reported in this paper has shown that when the resources were not introduced to the children within a particular scientific framework or teacher-child interactions were not focused on scientific concepts within these playful context, that the children drew upon their prior experiences and created imaginary narratives to frame their use of the materials. This finding is supportive of other research that has taken place in play-based contexts.…”

Section: Resultssupporting

confidence: 68%

“…The resources were to act as the principle mediation for science learning. This is not only consistent with early childhood practices in many western heritage communities (see Anning, Cullen, & Fleer, 2004), but also mirrors a discovery learning approach (Fleer, Jane, & Hardy, 2006;Karpov, 2003). The findings of this study suggest that the children were not 'discovering' any scientific knowledge in relation to materials and their properties.…”

Section: Supporting Scientific Learning In Play-based Contexts 1083supporting

confidence: 81%

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Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts

Fleer

2009

International Journal of Science Education

143

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Section: Resultssupporting

confidence: 68%

Section: Supporting Scientific Learning In Play-based Contexts 1083supporting

confidence: 81%

Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts

Fleer

2009

International Journal of Science Education

143

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“…Karpov (2003), emphasises that children's conceptual development first occurs through social interaction and dialogue. 92.30 % of the parents believe that it is an effective technique, however fewer teachers agreed, with only 12 out of twenty expressing approval of the effectiveness of this technique.…”

Section: Data Comparison Analysismentioning

confidence: 99%

The Value of Songs and Rhymes in Teaching English to Young Learners in Saudi Arabia

Al-Afar¹

2016

ELLS

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The study aimed to show the impact of using songs and rhymes in teaching English to young female learners in Saudi Arabia. It involved 20 Saudi teachers who were randomly selected from public and private schools in Riyadh city. The age of the female students ranged from 6 to 10 years. Forty parents volunteered to participate, Parents were asked to answer an online survey comprising ten different questions. Interview questionnaire and online survey were the tools used for data collection. About 9 of all teachers don't use songs and rhymes activities in teaching English. 15 of teachers out of 20 said that it is not a mandatory part of the curriculum. 13 of the teachers believe that it is very important and 2 teachers believed in using songs and rhymes to facilitate remembering. 16 of teachers out of 20 noticed that their students are actually using the songs or their vocabularies outside the classroom and 17 of all teachers stated that songs and rhymes helped their young learners' English language development. 82.50% of parents in Saudi Arabia support teaching English to their children, 47.50% of parents stated that their child is using English only in the classroom. Only 7.50% of the parents were not aware of this classroom activity while 92.50% of them are aware. 2.50% of parents expressed their disagreement. The study found out that songs and rhymes are rarely used in teaching English to young learners in the Saudi Arabia and curriculum was not rich enough with activities like songs and rhymes.

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“…Although such a recommendation might help students perform well on school‐based tests, it fails to give them a real sense of the meanings that they can construct through these verbs. As Karpov (2003) pointed out, empirical knowledge “may work if the common salient characteristics of objects or events reflect their significant, essential characteristics” (pp. 69–71), but it runs into problems when, for instance, the common, observable features of a set of objects are not the essential features of the entire class of objects under consideration.…”

Section: Reorienting L2 Classroom Praxis: Concept–based Intructionmentioning

confidence: 99%

Extending Firth and Wagner's (1997) Ontological Perspective to L2 Classroom Praxis and Teacher Education

Lantolf

Johnson

2007

The Modern Language Journal

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In this article, we extend Firth and Wagner's (1997) call for an ontological perspective that (re)unites the individual and the social by proposing some fundamental implications that this call has for second language (L2) classroom praxis and teacher education. We propose that the (re)unification of language and culture (re)establishes the unity between people and language, and thus reorients the focus of language instruction to feature centrally how meaning is situated in concrete human activity rather than in the language itself. From this stance, the goal of L2 classroom praxis is for learners to develop a conceptual understanding of how meaning gets expressed through the L2 in concrete everyday activity, and to build their capacity to make choices about how to function in and potentially alter that activity to suit their needs and goals. To make our proposal concrete, we draw on two classroom case studies: on verbal aspect in Spanish and learning to read L2 literature, as illustrations of conceptualizing learning and use as dialectically intertwined. We also focus on how foregrounding the meaning that results from the reintegration of language and culture reorients both L2 classroom praxis and how L2 teachers come to think about language, language learning, and language teaching.

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Vygotsky's Doctrine of Scientific Concepts

Cited by 66 publications

References 15 publications

Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts

Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts

The Value of Songs and Rhymes in Teaching English to Young Learners in Saudi Arabia

Extending Firth and Wagner's (1997) Ontological Perspective to L2 Classroom Praxis and Teacher Education

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