A Concept of Educational Activity for Schoolchildren

Давыдов, В. В.; Markova, A. K.

doi:10.2753/rpo1061-0405210250

Cited by 50 publications

(22 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…She draws attention to the fact that Vygotsky wrote about activity in general terms to describe the personal and voluntary engagement of people in context -the ways in which they subjectively perceive their needs and the possibilities of a situation and choose actions to reach personally meaningful goals. The work of Vygotsky was built on by thinkers such as Leontev (1978) and Davydov & Markova (1983), leading to clear distinctions between conscious actions and operations, which are relatively unconscious and automated. Operations are seen as habits and automated procedures that are carried out without conscious intellectual effort.…”

Section: A Social Perspective On Learningmentioning

confidence: 99%

A social perspective on teaching and learning in the context of computer-mediated communication in teacher education

Hudson

1999

Journal of Information Technology for Teacher Education

View full text Add to dashboard Cite

In a context where ever greater emphasis is placed on the need to exploit the potential of information and communications technology, this article argues the need for a theoretical underpinning to such developments. In higher education, the emphasis is often placed on the assumed improved cost-effectiveness associated with 'flexible' and 'independent' student learning as one of the major benefits, although such notions as flexible and independent learning tend to be taken for granted. It is argued further that even where benefits to learning are emphasised, these are often founded on relatively impoverished views of learning. Often such views fit with a technocentric and positivist perspective on learning, emphasising as they do individualism, information delivery and a limited role for the tutor. This article outlines an alternative theoretical perspective based upon Vygotskian social psychology, activity theory and social practice. Such a perspective is characterised by an emphasis on interaction, communication and collaboration. Learning itself is seen as an aspect of participation in communities of practice, in which the human relationships between teachers and students are seen as fundamental. The theory is exemplified with reference to the use of computer-mediated communication in teacher education using FirstClass computer conferencing software.

show abstract

Section: A Social Perspective On Learningmentioning

confidence: 99%

A social perspective on teaching and learning in the context of computer-mediated communication in teacher education

Hudson

1999

Journal of Information Technology for Teacher Education

View full text Add to dashboard Cite

show abstract

“…According to Davydov (1988, Davydov andMarkova 1983), the teaching of theoretical concepts is only possible when based on a clear understanding of their epistemological foundations which is, as he rightly observes, missing in Vygotsky's work. Davydov draws a sharp distinction between theoretical and empirical knowledge.…”

Section: Davydov and The Learning Activitymentioning

confidence: 96%

“…The learning tasks may not make sense to them in the context of everyday life. Davydov himself raises this point (Davydov and Markova 1983), when he suggests that being engaged in an activity is not in itself enough to appropriate the meanings involved, or to overcome formalism. He does not, however, even begin to propose a solution.…”

Section: Davydov and The Learning Activitymentioning

confidence: 97%

Towards a concept of multiperspective education

Roegholt

1993

Journal of Curriculum Studies

View full text Add to dashboard Cite

“…That is, there is a continuous interaction between thought and action. From this perspective, the starting point of all learning resides in the premise that the mind and body are extended and transformed by artifacts situated in activities (Davydov & Markova, 1983;Kuutti, 1996;Leont'ev, 1978Leont'ev, , 1981Nardi, 1996). This suggests that understanding and fostering student learning goes beyond focusing solely on changes in mental structures.…”

Section: Activity and Cognitionmentioning

confidence: 98%