L.S. Vygotsky in the 21st century

Ardila, Alfredo

doi:10.11621/pir.2016.0401

Cited by 5 publications

(4 citation statements)

References 31 publications

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“…While a comprehensive reconstruction of Vygotsky’s work is yet to be completed, many of the questions he was working on are still relevant to contemporary research. Indeed, there are new perspectives that support early theorizations of Vygotsky (see Newman and Holzman, 2013; Subbotsky, 2014; Alfredo, 2016). We invite scholars working in these interdisciplinary areas to engage with Vygotskian thinking, to explore aspects of his thinking by consulting the work of Vygotskian scholars, and to develop their own nuanced applications of Vygotsky work in their specific research areas.…”

Section: Resultsmentioning

confidence: 99%

(Re)Introducing Vygotsky’s Thought: From Historical Overview to Contemporary Psychology

Vasileva

Balyasnikova

2019

Front. Psychol.

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Theories formulated by Russian psychologist and educator Lev Vygotsky currently range from being applied and celebrated across multiple contexts to be considered outdated. In this paper, we maintain that such inconsistency in application stems from the overreliance on translated or reformulated Vygotskian theories, the attempts to understand these ideas in isolation from the scientific historical context of their development, and the impact of Vygotsky’s personal life circumstances on the development of his scholarship. It is known that Vygotsky’s untimely death prevented him from elaborating on his theoretical views and expanding his early empirical work. We suggest that Vygotsky’s scholarship could be better understood in light of the core principles that transcend all aspects of his work. In this paper, we elaborate on two such core principles: theories of language development and their relation to the integrated systemic approach to psychological development. We argue that although linguistic and historical boundaries have shaped the common perception of Vygotskian theories in anglophone research in a specific way, there is a potential for a renewed application of these theories to modern psychology that might be especially relevant in light of the increasingly interdisciplinary character of the modern science. To support our argument, we provide a brief overview and examples of potential connections between Vygotsky’s scholarship with contemporary landscape in psychological science. The paper presents a brief introduction to the topic of Vygotskian work and its application to modern psychology, rather than an addition to the field of Vygotskian scholarship. It is geared toward non-Vygotskian scholars and invites researchers working in interdisciplinary areas of psychology.

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Section: Resultsmentioning

confidence: 99%

(Re)Introducing Vygotsky’s Thought: From Historical Overview to Contemporary Psychology

Vasileva

Balyasnikova

2019

Front. Psychol.

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“…48 . While teachers play a vital role in disseminating knowledge and developing student character, students' learning intention ultimately determines the realization of their learning interest, and control lies entirely with the students 49 .…”

Section: Discussionmentioning

confidence: 99%

Implementation of Vygotsky’s Constructivism Learning Theory through Project-Based Learning (PjBL) in Elementary Science Education

Siregar,

Luali,

Vinalistyosari

et al. 2024

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<p><em>The study aims to describe the implementation of planning, implementation and evaluation of learning of Vygotsky constructivism through project-based learning on IPA exploration. This research uses a qualitative approach to the type of case study research. A case study is an enquiry to investigate phenomena occurring on the ground. This research was conducted at SDN Mojolangu 3 Kota Malang and the research subjects were 3 class teachers, students of 4.5 and 6. Data was collected through interview techniques, observations, and documentation. Data analysis is carried out in three stages: data reduction, data presentation, and conclusion delivery. The initial phase analysis is done by designing learning to determine the theme of the project, determine the implementation, and carry out evaluations to find out the project's success. Research results show that the application of Vygotsky learning through project-based learning to IPa learning can create new experiences for students and attract attention. Vygotsky's approach to constructivism emphasises student-centred learning in the acquisition of knowledge and the process of interaction with the social environment. Active participation of students in learning as the application of constructivist theory can be implemented in project-based learning, where learning project-based learning is one of the learning models that uses projects in problem-solving and student involvement independently through peer mediation in completing a project that has been designed by the teacher.</em></p>

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“…In addition, with schoology application can also improve students' learning outcomes when face-to-face experiments are conducted, the activity students can find the facts of the truth of the problem and interact socially with their peers. Through experimental methods students learn to find answers to problems and through student's social interaction students are able to improve students' critical thinking skills [24,25].…”

Section: Discussionmentioning

confidence: 99%

The influence of the hybrid learning model using the schoology application in basic physics lectures to improve process skills in the industrial 4.0 period

Nasution¹,

Rhamyanti²,

Lubis³

et al. 2022

J. Phys.: Conf. Ser.

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The development of science and technology in the industrial period 4.0 needs to be improved through the improvement of human resources. The learning process in the industrial period 4.0 is required for the world of education to develop, especially in the field of technology. One of the learning models used is the Hybrid learning model by using schoology applications to assist students in improving process skills in basic physics course materials. Therefore, one of the objectives of this study is to find out the influence of hybrid learning models using schoology applications in basic physics courses in improving process skills in the face ofindustry 4.0. The population of this study is all students of the Faculty of Teacher Training and Education. Sampling techniques are used cluster random sampling where students as experimental classes that use hybrid learning models using schoology and math students as control classes using e learning models. The instrument used is a matterof process skills test. The resultof the study for the average value of the control class on pretes was 37.17 and the average postes score was 66.94. The average pretest score in the training experiment classwas 36.83 and the average postes score was 78.61, this suggests there is an influenceof hybrid learning models using schoology applications on process skills in basic physics courses.

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L.S. Vygotsky in the 21st century

Cited by 5 publications

References 31 publications

(Re)Introducing Vygotsky’s Thought: From Historical Overview to Contemporary Psychology

(Re)Introducing Vygotsky’s Thought: From Historical Overview to Contemporary Psychology

Implementation of Vygotsky’s Constructivism Learning Theory through Project-Based Learning (PjBL) in Elementary Science Education

The influence of the hybrid learning model using the schoology application in basic physics lectures to improve process skills in the industrial 4.0 period

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