A formação social da mente
01 Jan 1991-
About: The article was published on 1991-01-01 and is currently open access. It has received 1861 citations till now. The article focuses on the topics: Information and communication technologies for development & E-learning (theory).
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TL;DR: In this article, the analysis of the resolution of a paper-and-pencil problem, by eight undergraduate students majoring in engineering (six) and physics (two) at the Pontificia Universidade Catolica do Rio Grande do Sul, in Porto Alegre, Brazil, was reported.
Abstract: This paper reports the analysis of the resolution of a paper‐and‐pencil problem, by eight undergraduate students majoring in engineering (six) and physics (two) at the Pontificia Universidade Catolica do Rio Grande do Sul, in Porto Alegre, Brazil. The problem concerns kinetics of a rigid body, and the analysis was done in the light of Johnson‐Laird’s mental models theory and Vergnaud’s conceptual fields theory. The problem‐solving process has been investigated from the presentation of the problems’ variables and the pictures that followed it, up to the resolution itself. This investigation was carried out by analysing the knowledge‐in‐action that students have used as inferred from their written solutions and from what they said in semi‐structured interviews. The findings of this analysis identified some characteristics in their answers that may help us to understand the processes used by students during the problem‐solving task, with possible consequences for classroom procedures used by teachers.
4 citations
Cites background from "A formação social da mente"
...Vergnaud (1994, p. 204) was inspired by Vygotsky (1991, 1993) in the distinction between daily concepts and scientific concepts....
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06 Sep 2005
4 citations
TL;DR: The authors studied ninos of 19 to 31 meses, in una perspectiva sociointeracionista, to exploran diferentes situaciones of juegos with el companero de edad that aparentan instigar adquisiciones and aprendizajes.
Abstract: Estudiando ninos de 19 hasta 31 meses, en una perspectiva sociointeracionista, se exploran diferentes situaciones de juegos con el companero de edad que aparentan instigar adquisiciones y aprendizajes. El jugar es concebido como un espacio privilegiado de observacion por el valor motivacional dominante que tiene para los ninos. Por medio de los juegos, el nino usa distintas estrategias, intentando solucionar sus problemas (introducirse en un contracto social ya configurado; resolver un conflicto; llamar atencion del companero; tejer el enredo de la situacion; conseguir un resultado semejante con un mismo objeto, etc.). Con este trabajo se ha pretendido evidenciar la potencialidad de diversos caminos de aprendizaje acerca de eventos fisicos cuando los ninos juegan con objetos dejados a su disposicion. En los episodios seleccionados para analisis fue posible identificar cuatro situaciones que revelan estrategias utilizadas por ninos en acciones cooperativas que pueden conducir a aprendizajes y evidencian que, aun muy pequenas, reflejan acerca de sus propias acciones y de sus parceros. Son discutidas algunas implicaciones teoricas y educacionales de esas evidencias.
4 citations
01 Dec 2004
TL;DR: In this paper, the authors presented and analyzed a scale done by Farran & Collins (1996) in which its aim is to assess teacher/child interaction, which was used in three to six year-old classrooms while free play is taking place.
Abstract: The quality of teacher/child interaction is important for early childhood education and it has been a national and international research theme. Having that said, this paper presents and analyzes a scale done by Farran & Collins (1996) in which its aim is to assess teacher/child interaction. The scale may be used in three to six year-old classrooms while free play is taking place; it is divided in 11 behaviors; each of those assessed in three aspects: quantity, quality and adequability.
4 citations