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ERIC Number: ED527150
Record Type: Non-Journal
Publication Date: 2010-Aug
Pages: 416
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-978-0-5211-5698-1
ISSN: N/A
The Transformation of Learning: Advances in Cultural-Historical Activity Theory
van Oers, Bert, Ed.; Wardekker, Wim, Ed.; Elbers, Ed, Ed.; van der Veer, Rene, Ed.
Cambridge University Press
Learning is a changing phenomenon, depending on the advances in theory and research. This book presents a relatively new approach to learning, based on meaningful human activities in cultural practices and in collaboration with others. It draws extensively from the ideas of Lev Vygotsky and his recent followers. The book presents ideas that elaborate this learning theory and also gives recent developments and applications of this approach in a variety of educational situations in and outside of school. A core issue in the research presented in this book consists of the way people learn to make sense of and give meaning to cultural instruments and practices in collaboration with others. This book contains the following: (1) Learning and Learning Theory from A Cultural-Historical Point of View (Bert Van Oers); (2) Multiple Readings of Vygotsky (Rene Van Der Veer); (3) Exploring The Links Between External and internal Activity from A Cultural-Historical Perspective (Igor Arievich); (4) Reflections On Points of Departure in The Development of Sociocultural and Activity Theory (Harry Daniels); (5) Language in Cultural-Historical Perspective (Peter E. Jones); (6) The Formation Experiment in The Age of Hypermedia and Distance Learning (Hartmut Giest); (7) Constructivism and Meaning Construction (Ronald Arendt); (8) Subject, Subjectivity, and Development in Cultural-Historical Psychology (Fernando Luis Gonzalez Rey); (9) Identity Shifts in informal Learning Trajectories (Anne Edwards and Lin Mackenzie); (10) No Human Being Is Illegal: Counter Identities in a Community of Undocumented Mexican Immigrants and Children (Jocelyn Solis); (11) Cultural Identity and Emigration: A Study of the Construction of Discourse About Identity from Historical-Cultural Psychology (Beatriz Macias Gomez Esternue Garcia Amian and Jose Antonio Sanchez Medina); (12) Diversity in the Construction of Modes of Collaboration in Multiethnic Classrooms: Continuity and Discontinuity of Cultural Scripts (Mariette De Haan and Ed Elbers); (13) "Discourse" in Cultural-Historical Perspective: Critical Discourse Analysis, Chat, and The Study of Social Change (Chik Collins); (14) Reason and Dialogue in Education (Rupert Wegerif); (15) Children's Learning Through Participation in institutional Practice: A Model from The Perspective of Cultural-Historical Psychology (Mariane Hedegaard); (16) Dialogue For Reasoning: Promoting Exploratory Talk and Problem Solving in The Primary Classroom (Sylvia Rojas-Drummond, Laura Gomez and Maricela Velez); (17) What Kinds of tools and Resources Are Made Available to Students Through Effective Guidance in A Student-Scientist Partnership Program? (Jrene Rahm, Wendy Naughton and John C. Moore); (18) Girls on the Sidelines: "Gendered" Development in Early Childhood Classrooms (Sonja De Groot Kim); (19) Inscripting Predicates: Dealing With Meanings in Play (Bert Van Oers); and (20) Pretend Play and Preschoolers (Ricardo Ottoni Vaz Japiassu).
Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: http://www.cambridge.org
Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A