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Development of science concepts within a Vygotskian framework
Author(s) -
Howe Ann C.
Publication year - 1996
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/(sici)1098-237x(199601)80:1<35::aid-sce3>3.0.co;2-3
Subject(s) - zone of proximal development , perspective (graphical) , sociocultural evolution , sociocultural perspective , psychology , language and thought , epistemology , set (abstract data type) , piaget's theory of cognitive development , learning theory , cognitive development , cognitive science , mathematics education , sociology , cognition , computer science , philosophy , artificial intelligence , neuroscience , anthropology , programming language
Vygotsky's work on the development of scientific concepts in childhood, as set forth in Thought and Language, is placed against the backdrop of his life. His ideas on the interrelationship between spontaneous everyday concepts and nonspontaneous scientific concepts, the interdependence of thought and language, and the relationship between school instruction and mental development are outlined and illustrated through examples. Differences between the theoretical positions of Vygotsky and Piaget are explored and recent work that extends and applies a Vygotskian sociocultural perspective to educational issues is summarized. Implications of this perspective for research and practice are discussed. © 1996 John Wiley & Sons, Inc.