Vygotsky and Pedagogy

Daniels, Harry

doi:10.4324/9780203469576

Cited by 153 publications

(106 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Vygotsky (1986) writes of psychological tools, also referred to as artifacts (Daniels, 2001). In the same way as documents or videos can be a scaffolding tool in teaching and training, I believe the diary itself, as a tangible object, can be a scaffolding tool.…”

Section: Resultsmentioning

confidence: 99%

“…The premise of this article is that all learning takes place in a particular social and cultural context. Vygotsky and other researchers in socio-cultural theory postulate that learning is mediated by cultural tools (Daniels, 2001; Lantolf & Thorne, 2006). Socio-cultural theory (SCT) is a “theory of mediated mental development” (Lantolf & Thorne, 2006, p. 4).…”

Section: Socio-cultural Theorymentioning

confidence: 99%

See 1 more Smart Citation

Research Diary: A Tool for Scaffolding

Engin

2011

International Journal of Qualitative Methods

View full text Add to dashboard Cite

Diaries have long been seen as tools for reflection in learning languages, and learning about teaching. Despite this recognition of the importance of narratives in diary writing, little attention has been paid to the role of research diaries in the process of learning about research, and learning how to be a researcher. During the author's own research into the construction of teaching knowledge by pre-service trainees, she became aware that her research diary was scaffolding her own construction of research knowledge. In this article the author discusses the role of a research diary based on a socio-cultural theory of learning. The diary acts as the expert other in the scaffolding of research knowledge by the novice researcher. The discussion of the nature of the scaffolding and the role of diary writing draws on examples from the author's research diary written during her doctoral studies.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Socio-cultural Theorymentioning

confidence: 99%

Research Diary: A Tool for Scaffolding

Engin

2011

International Journal of Qualitative Methods

View full text Add to dashboard Cite

show abstract

“…Supporting children's agency as well as their commitment to community and social structure is a delicate balancing act, with a long history in education. Various other terms have been used to refer to the optimal balance in learning, including merging internalization and generalization processes (Leontiev, 1978), the personal with social (Daniels, 2002) and following the personalized pluralization model (Kucirkova & Littleton, 2017).…”

Section: Social Constructionismmentioning

confidence: 99%

The Learning Value of Personalization in Children's Reading Recommendation Systems

Kucirkova

2019

International Journal of Mobile and Blended Learning

View full text Add to dashboard Cite

This article critically reviews the personalization logic embedded in reading recommendation systems developed for 2- to 11-year-old children and its (dis)alignment with Papert's constructionist and socio-constructionist theories of learning. It is argued that the current design fails to incorporate the computer culture that Papert envisioned for children's learning. While the personalization design focuses on child-centered design, it restricts the child's contribution to the database, minimises children's agency in shaping it and reinforces individual models of learning. The paper recommends that reading recommendation systems provide opportunities for what Papert described as self-discovery, experimentation, and development of abstract knowledge. Recommendation algorithms need to work in conjunction with diversification mechanisms to challenge and widen children's thinking and diversification should not be conflated with randomization. Practical examples are provided so that the approach described in this article can be used as a foundation for conceptualising and designing children's reading recommendation systems and data-based personalized learning more broadly.

show abstract

“…This has the potential to influence a participant's willingness to engage in the simulation and raises the questions of for whom, how and whether simulation should be used to judge midwifery competency. Pedagogy, the "art" and "science" of education (Daniels, 2002), is constantly evolving, as new techniques and ways of teaching are assimilated into education. Simulation is the imitation of a real life process or situation (Skelton, 2008).…”

Section: Literature Review Introductionmentioning

confidence: 99%

Learning by simulation – is it a useful tool for midwifery education?

Coffey¹

2015

nzconjnl

View full text Add to dashboard Cite

Background:In both undergraduate teaching and post-registration education, simulation is increasingly being used as a teaching tool within midwifery to teach both emergency situations and practice skills. Yet simulation may not suit the needs of all. It can increase stress, especially if it is related to assessing competency. A literature review was undertaken with the aim of exploring and facilitating a greater understanding of simulation as a learning strategy within midwifery from a pedagogical perspective.Methods: CINAHL Plus and Science Direct databases were searched using the search terms: simulation, drill and midwifery or obstetrics. Inclusion and exclusion criteria were applied, resulting in 15 studies being reviewed. These studies used both qualitative and quantitative methodologies so a thematic analysis was undertaken to identify the consistent themes.Findings: Eight themes were identified demonstrating that simulation is frequently used within midwifery education. Simulation supports feelings of confidence and self-efficacy but in order to be effective needs to include briefing, good communication, observation (witnessing peers/being observers), repetition, reflection/debriefing and evaluation. Lecturer preparation is important as is the realism of the simulation. Conclusion:Although simulation can improve confidence, it is less convincing as a determinant of skill acquisition/clinical ability. Ongoing caution is warranted before considering simulation as a substitute to clinical practice experience without further evidence of its impact on clinical outcomes. As exposure to clinical emergencies can be rare it is important to ensure that substitute education is appropriate. Simulated activities, that allow participants to establish expectations, seek clarification, collaborate, assess against an accepted standard and integrate reflections, can improve learning. Further research is necessary which recognises the "expectant" and "observational" nature of midwifery and how this could be incorporated into simulation activities.

show abstract

Vygotsky and Pedagogy

Cited by 153 publications

References 0 publications

Research Diary: A Tool for Scaffolding

Research Diary: A Tool for Scaffolding

The Learning Value of Personalization in Children's Reading Recommendation Systems

Learning by simulation – is it a useful tool for midwifery education?

Contact Info

Product

Resources

About