Vygotsky and education: instructional implications and applications of sociohistorical psychology
The seminal work of Russian theorist Lev Vygotsky (1896–1934) has exerted a deep influence on psychology over the past 30 years. Vygotsky was an educator turned psychologist, and his writings clearly reflected his pedagogical concerns. For Vygotsky, schools and other informal educational situations...
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| Format: | Elektronisch E-Book |
| Sprache: | English |
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Cambridge
Cambridge University Press
1990
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| Online-Zugang: | BSB01 UBG01 Volltext |
| Zusammenfassung: | The seminal work of Russian theorist Lev Vygotsky (1896–1934) has exerted a deep influence on psychology over the past 30 years. Vygotsky was an educator turned psychologist, and his writings clearly reflected his pedagogical concerns. For Vygotsky, schools and other informal educational situations represent the best cultural laboratories to study thinking. He emphasized the social organization of instruction, writing about the 'unique form of cooperation between the child and the adult that is the central element of the educational process'. Vygotsky's emphasis on the social context of thinking represents the reorganization of a key social system and associated modes of discourse, with potential consequences for developing new forms of thinking. This volume is devoted to analyzing Vygotsky's ideas as a means of bringing to light the relevance of his concepts to education. What does Vygotsky's approach have to offer education? Distinguished scholars from various countries and representing several disciplines discuss the essence and significance of Vygotsky's work, analyze the educational implications of his thoughts, and present applications in practice, addressing educational issues such as school organization, teacher training, educational achievement, literacy learning and development, uses of technology, community-based education, and special education |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 05 Oct 2015) |
| Beschreibung: | 1 online resource (xi, 439 pages) |
| ISBN: | 9781139173674 |
| DOI: | 10.1017/CBO9781139173674 |
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Datensatz im Suchindex
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| contents | Vygotsky : the man and his cause |
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| dewey-full | 370.15/23 |
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| dewey-search | 370.15/23 |
| dewey-sort | 3370.15 223 |
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| discipline | Pädagogik Psychologie |
| doi_str_mv | 10.1017/CBO9781139173674 |
| format | Electronic eBook |
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| indexdate | 2024-07-10T07:38:46Z |
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| isbn | 9781139173674 |
| language | English |
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| spelling | Vygotsky and education instructional implications and applications of sociohistorical psychology edited by Luis C. Moll Vygotsky & Education Cambridge Cambridge University Press 1990 1 online resource (xi, 439 pages) txt rdacontent c rdamedia cr rdacarrier Title from publisher's bibliographic system (viewed on 05 Oct 2015) Vygotsky : the man and his cause The seminal work of Russian theorist Lev Vygotsky (1896–1934) has exerted a deep influence on psychology over the past 30 years. Vygotsky was an educator turned psychologist, and his writings clearly reflected his pedagogical concerns. For Vygotsky, schools and other informal educational situations represent the best cultural laboratories to study thinking. He emphasized the social organization of instruction, writing about the 'unique form of cooperation between the child and the adult that is the central element of the educational process'. Vygotsky's emphasis on the social context of thinking represents the reorganization of a key social system and associated modes of discourse, with potential consequences for developing new forms of thinking. This volume is devoted to analyzing Vygotsky's ideas as a means of bringing to light the relevance of his concepts to education. What does Vygotsky's approach have to offer education? Distinguished scholars from various countries and representing several disciplines discuss the essence and significance of Vygotsky's work, analyze the educational implications of his thoughts, and present applications in practice, addressing educational issues such as school organization, teacher training, educational achievement, literacy learning and development, uses of technology, community-based education, and special education Vygotskiĭ, L. S. / (Lev Semenovich) / 1896-1934 Vygotskij, Lev Semenovič 1896-1934 (DE-588)118770497 gnd rswk-swf Learning, Psychology of Constructivism (Education) Cognition and culture Teaching Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Bildungswesen (DE-588)4006681-2 gnd rswk-swf Pädagogik (DE-588)4044302-4 gnd rswk-swf Bildungstheorie (DE-588)4069468-9 gnd rswk-swf Vygotskij, Lev Semenovič 1896-1934 (DE-588)118770497 p Bildungstheorie (DE-588)4069468-9 s Lernpsychologie (DE-588)4074166-7 s 1\p DE-604 Bildungswesen (DE-588)4006681-2 s 2\p DE-604 Pädagogik (DE-588)4044302-4 s 3\p DE-604 Moll, Luis C. edt Erscheint auch als Druckausgabe 978-0-521-36051-7 Erscheint auch als Druckausgabe 978-0-521-38579-4 https://doi.org/10.1017/CBO9781139173674 Verlag URL des Erstveröffentlichers Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Vygotsky and education instructional implications and applications of sociohistorical psychology Vygotsky : the man and his cause Vygotskiĭ, L. S. / (Lev Semenovich) / 1896-1934 Vygotskij, Lev Semenovič 1896-1934 (DE-588)118770497 gnd Learning, Psychology of Constructivism (Education) Cognition and culture Teaching Lernpsychologie (DE-588)4074166-7 gnd Bildungswesen (DE-588)4006681-2 gnd Pädagogik (DE-588)4044302-4 gnd Bildungstheorie (DE-588)4069468-9 gnd |
| subject_GND | (DE-588)118770497 (DE-588)4074166-7 (DE-588)4006681-2 (DE-588)4044302-4 (DE-588)4069468-9 |
| title | Vygotsky and education instructional implications and applications of sociohistorical psychology |
| title_alt | Vygotsky & Education |
| title_auth | Vygotsky and education instructional implications and applications of sociohistorical psychology |
| title_exact_search | Vygotsky and education instructional implications and applications of sociohistorical psychology |
| title_full | Vygotsky and education instructional implications and applications of sociohistorical psychology edited by Luis C. Moll |
| title_fullStr | Vygotsky and education instructional implications and applications of sociohistorical psychology edited by Luis C. Moll |
| title_full_unstemmed | Vygotsky and education instructional implications and applications of sociohistorical psychology edited by Luis C. Moll |
| title_short | Vygotsky and education |
| title_sort | vygotsky and education instructional implications and applications of sociohistorical psychology |
| title_sub | instructional implications and applications of sociohistorical psychology |
| topic | Vygotskiĭ, L. S. / (Lev Semenovich) / 1896-1934 Vygotskij, Lev Semenovič 1896-1934 (DE-588)118770497 gnd Learning, Psychology of Constructivism (Education) Cognition and culture Teaching Lernpsychologie (DE-588)4074166-7 gnd Bildungswesen (DE-588)4006681-2 gnd Pädagogik (DE-588)4044302-4 gnd Bildungstheorie (DE-588)4069468-9 gnd |
| topic_facet | Vygotskiĭ, L. S. / (Lev Semenovich) / 1896-1934 Vygotskij, Lev Semenovič 1896-1934 Learning, Psychology of Constructivism (Education) Cognition and culture Teaching Lernpsychologie Bildungswesen Pädagogik Bildungstheorie |
| url | https://doi.org/10.1017/CBO9781139173674 |
| work_keys_str_mv | AT mollluisc vygotskyandeducationinstructionalimplicationsandapplicationsofsociohistoricalpsychology AT mollluisc vygotskyeducation |