Outlining the teaching–learning process: Piotr Gal'perin's contribution

Abstract

The Russian psychologist Lev Vygotsky was one of the most influential psychologists of the 20th century. As a psychologist following in his footsteps, Piotr Gal'perin could justifiably be called a Vygotskian, but he departed from Vygotsky's sociocultural theory and developed its educational implications. The formative role of education is significant in Vygotsky's notion of a zone of proximal development (ZPD). Gal'perin extended Vygotsky's "zone" to also include a teaching-learning model of the formation of mental actions. This model integrates the notions of mediation, activity and internalization. In doing so, Gal'perin outlines steps in the teaching-learning process, formulates a set of conditions for the development of mental actions and shows the teacher's role. This article summarizes Gal'perin's learning-psychological theory and discusses its use in today's classrooms.

A teoria da Formação Planejada das Ações Mentais e dos Conceitos de P. Ya. Galperin: contribuições para a Didática Desenvolvimental

“…Bozhovich No estabelecimento da BOA, realiza-se um processo de negociação dos sentidos que os estudantes atribuem a suas bases orientadoras, com o significado do EBOCA definido pelo professor de modo a garantir que eles disponham de todas as informações necessárias para a correta execução da nova ação (Galperin, 1992). Segundo Haenen (2001), Galperin assegura ao estudante uma extensa fase de orientação, como um dos primeiros passos no transito pela Zona de Desenvolvimento Próximo (ZDP).…”

Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic

“…However, Vygotsky did not specify how the particular content of instruction (feedback) is related to development, and how specific qualities of the tools acquired by the child affect development. A cultural-historical scholar Galperin (Galperin, 1969;Haenen, 2001) has greatly extended Vygotsky's arguments about the leading role of instruction in the child's development by specifying the kind of instruction that can play such a role (Stetsenko & Arievitch, 2002). Galperin proposed six phases of socially meaningful activity that have implications for pedagogy (Edwards, 1995) and more specifically for the development of writing skills: (1) motivation, (2) orientation, (3) materialized action, (4) communicated thinking, (5) dialogical thinking, and (6) acting mentally (Haenen, 2001;Rambusch, 2006).…”

“…The fifth phase, dialogical thinking, establishes a dialogue of a learner with him or herself, so that the action first carried out externally on material objects is being transformed mentally. In the final phase of acting mentally, an action has become a pure mental act with the focus on the outcome of the action (Haenen, 2001;Rambusch, 2006).…”

“…Galperin's types of orientation (Haenen, 2001;Rambusch, 2006) suggest that the students in the target class were exposed to so-called complete orientation.…”

“…© 2015 Author(s). This is an Open Access article distributed under the terms of the Creative Commons CC-BY-NC-SA 4.0 License (http://creativecommons.org/licenses/by-nc-sa/4.0/ orientation of the third type (Haenen, 2001;Rambusch, 2006): complete but created by learners based on a general approach. The assessment rubric with the list of the subthemes, the students' essays, the peers and the teacher were the resources available and the students' previous experience in the AfL practice served as a general approach they were to pursue.…”