Author: Lev Semenovich Vygotskiĭ
Publisher:
ISBN: 9789684197602
Category :
Languages : es
Pages : 226

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Author: Lev Semionovitx Vigotski
Publisher:
ISBN: 9788474231656
Category :
Languages : es
Pages : 0

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Author: Pablo Fossa
Publisher: Springer Nature
ISBN: 3030729532
Category : Psychology
Languages : en
Pages : 280

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This is the first book in English to show how the work of Lev Vygotsky gave rise to a prolific and original school of cultural-historical psychology in Latin America. In recent decades, Latin American researchers have expanded Vygotskyan conceptualizations and applied practical theory to psychological and educational research and practice, but until now this production remained virtually unknown for English speaking audiences since it has been mainly published in Spanish and Portuguese. This timely volume contributes to change this situation by presenting a panoramic picture of the state of the art of cultural-historical psychology in Latin America. The book is divided in two parts. The first part shows how Latin American researchers used Vygotsky’s work to develop new theoretical elaborations and empirical advances to deal with different political, social and cultural problems in the region. The second part presents an overview of the current state of cultural-historical psychology in Latin America. Throughout its 15 chapters, the book shows how Latin American researchers contributed to the studies of different aspects of the cultural-historical theoretical conception of the development of higher psychological functions, such as concept formation, inner speech, zone of proximal development and imagination, and how these theoretical elaborations have been applied to research and practice in fields such as sociocultural psychology, developmental psychology, psychotherapy and education in Argentina, Brazil, Chile, Colombia, Cuba, Mexico, Peru and Puerto Rico. Latin American Advances in Subjectivity and Development - Through the Vygotsky Route will be an invaluable resource to researchers, students and practitioners in the fields of psychology, education and other social sciences interested in discovering or learning more about the original Latin American school of cultural-historical psychology.

Author: Neil Mercer
Publisher: Fundación Infancia y Aprendizaje
ISBN: 9788488926036
Category : Psychology
Languages : en
Pages : 228

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Languages: English with extended summary in Spanish, Spanish with extended summary in English The works included in this volume offer a comprehensive approach to the updating of theories, methodological innovation and empirical application in relation to the most central problems in the educational process, in three sections: adult-child interaction in family and experimental contexts; teacher-pupil interaction in the school context; and learning and development in peer interaction. This volume is a clear exponent of the vigour of the sociocultural approach, from which it emphasises the cultural, social and communicative nature of learning, development and the construction of knowledge. Idiomas: Inglés, con resumen extenso en español, Español con resumen extenso en inglés Los trabajos recogidos en este volumen ofrecen un equilibrado compendio de actualización teórica, innovación metodológica y aplicación empírica a los problemas más centrales del proceso educativo agrupadas en tres secciones: La interacción adulto-niño en contextos familiares y experimentales, la interacción maestro-alumno en el contexto escolar, y el aprendizaje y el desarrollo en la interacción entre iguales. Este volumen es un claro exponente de la pujanza de la aproximación sociocultural, desde la que se enfatiza el carácter cultural, social y comunicativo del aprendizaje, el desarrollo y la construcción del conocimiento.

Author: António Moreira
Publisher: Springer Science & Business Media
ISBN: 1461431751
Category : Education
Languages : en
Pages : 109

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With the aim of discussing “old” and “new” teaching technologies, based on research and on the strategies and praxis of the use of technologies and methodologies in the different teaching levels, and also embracing the contribution and active participation of researchers, teachers, creators, managers and other specialists, the work will provide inputs on the following topics: Students’ perspectives on media in the classroom, Students and media (as content and as tools for learning), Educational Media Design, Institutional Impact of the integration of Educational Media, Old v. New Media: what really matters, Research and Evaluation, Personal and/or social learning environments/networks, Media and inclusion, Media and informal learning, Immersive learning environments, Virtual mobility in Education, Mobile learning, Media and literacies.

Author: F. Hernandez
Publisher: Springer Science & Business Media
ISBN: 1402024959
Category : Education
Languages : en
Pages : 193

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Book Description
Social Geographies, as spatial location, is a factor relevant to understanding the variety of people’s interpretations and appropriations of educational innovations and changes. Their location in the social space also influences their response to change. In the field of educational change, social space means for example, skin colour, gender distribution of teachers in one school, children’s self-cultural representations or parents’ religious attitudes. By using the notion of Social Geographies in the context of educational change, the authors address the following questions: How initiatives in a classroom or department are influenced by the surrounding context of the school, the district or the nation; How innovation spreads or diffuses from one school to another; How and whether reforms can be scaled up from a few schools to a whole system; How seemingly standardised reforms affect schools differently depending on where they are located; How schools influence one another; How the identities of, and interrelationships among, schools are affected by technology, principles of market competition and choice, and other initiatives. This volume is relevant to educationalists, policy-makers, teachers, and students interested in a more complex approach to understand and intervene in educational change processes.

Author: Roy Evans
Publisher: Taylor & Francis
ISBN: 1000542513
Category : Education
Languages : en
Pages : 389

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Book Description
The chapters in this book reflect on the major shifts in the views of early childhood thinkers and educators, who have contributed to contemporary theoretical frameworks pertaining to early childhood learning. The book also revisits and critically analyses the influence of developmental theories on early childhood education, starting in the 1890s with the work of G. Stanley Hall that established the close association of early childhood education and child development. Several chapters comprise critical examinations of the fundamental influence of thinkers such as Piaget, Vygotsky, Kohlberg, Adler, Pestalozzi, Froebel, and so on, on early childhood learning. The book also contends that these theoretical conceptions of child development have heavily influenced modern views of early childhood education. This book is a significant new contribution to early childhood learning, and will be a great resource for academics, researchers, and advanced students of Education, Public Policy, History of Education, Psychology, and Sociology. The chapters in this book were originally published as a special issue of the Early Child Development and Care.

Author: Marta-Lazo, Carmen
Publisher: Editorial UOC
ISBN: 8491164731
Category : Computers
Languages : en
Pages : 147

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Book Description
Este manual está dirigido a estudiantes de comunicación y de educación de grado y posgrado. El eje central de toda la obra es el novedoso concepto de Factor R-elacional, atendiendo al nuevo modelo que los autores han bautizado como «TRIC» (Tecnologías de la Relación, Información y Comunicación), que dibuja un nuevo escenario de contextos y mediaciones en la comunicación digital y móvil. Este libro contiene todas las partes esenciales para entender la comunicación digital: fundamentos, principios, interactuantes, competencias, mediaciones e inteRmetodología.Desde una perspectiva educomunicativa, los autores proponen métodos innovadores para llevar a cabo prácticas de aprendizaje digital en entornos presenciales, semipresenciales y virtuales. Como aportación final, se entrevista a seis reconoidos expertos en educación mediática y competencia digital para abordar desde su mirada diferentes temas planteados en el libro, de forma dialógica y abierta a la reflexión. También se brinda a los lectores la posibilidad de participar e interactuar en un laboratorio de experiencias TRIC.

Author: Martínez-Hita, María
Publisher: IGI Global
ISBN: 1668452413
Category : Education
Languages : en
Pages : 360

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Book Description
Research on history education and historical thinking is becoming increasingly relevant internationally. The need for a renewal of history education is not only justified by the epistemology of history itself, but also by the demand for a methodological change in education in general, making students active protagonists in the construction of their learning and based on the development of competencies. Further study on the potential use of gamification within social studies and humanities education is required to understand its benefits and challenges. Cases on Historical Thinking and Gamification in Social Studies and Humanities Education proposes and analyzes gamification as a pedagogical innovation that can enable the renewal of the teaching and learning process of history, facilitating the active learning of historical thinking concepts while influencing students' conceptions of history as a discipline and as a school subject. Covering key topics such as historical thinking, social sciences, video games, and mobile learning, this reference work is ideal for historians, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.

Author: Karoline Afamasaga-Fuata'i
Publisher: Springer Science & Business Media
ISBN: 0387891943
Category : Education
Languages : en
Pages : 339

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Book Description
Concept Mapping in Mathematics: Research into Practice is the first comprehensive book on concept mapping in mathematics. It provides the reader with an understanding of how the meta-cognitive tool, namely, hierarchical concept maps, and the process of concept mapping can be used innovatively and strategically to improve planning, teaching, learning, and assessment at different educational levels. This collection of research articles examines the usefulness of concept maps in the educational setting, with applications and examples ranging from primary grade classrooms through secondary mathematics to pre-service teacher education, undergraduate mathematics and post-graduate mathematics education. A second meta-cognitive tool, called vee diagrams, is also critically examined by two authors, particularly its value in improving mathematical problem solving. Thematically, the book flows from a historical development overview of concept mapping in the sciences to applications of concept mapping in mathematics by teachers and pre-service teachers as a means of analyzing mathematics topics, planning for instruction and designing assessment tasks including applications by school and university students as learning and review tools. This book provides case studies and resources that have been field tested with school and university students alike. The findings presented have implications for enriching mathematics learning and making problem solving more accessible and meaningful for students. The theoretical underpinnings of concept mapping and of the studies in the book include Ausubel’s cognitive theory of meaningful learning, constructivist and Vygotskian psychology to name a few. There is evidence particularly from international studies such as PISA and TIMSS and mathematics education research, which suggest that students’ mathematical literacy and problem solving skills can be enhanced through students collaborating and interacting as they work, discuss and communicate mathematically. This book proposes the meta-cognitive strategy of concept mapping as one viable means of promoting, communicating and explicating students’ mathematical thinking and reasoning publicly in a social setting (e.g., mathematics classrooms) as they engage in mathematical dialogues and discussions. Concept Mapping in Mathematics: Research into Practice is of interest to researchers, graduate students, teacher educators and professionals in mathematics education.