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Mind in society: The development of higher psychological processes. L. S. Vygotsky.
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The article was published on 1978-01-01 and is currently open access. It has received 16723 citations till now. The article focuses on the topics: Cognitive development.read more
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Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?
TL;DR: This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices and explores in-depth explorations of how technologies are actually used to support collaborative learning in CSCL research.
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On the cultural validity of science assessments
TL;DR: The concept of cultural validity as a form of test validity in science assessment is proposed in this article, which is supported by evidence that culture and society shape an individual's mind and thinking, including the values, beliefs, experiences, communication patterns, teaching and learning styles, and epistemologies inherent in the students' cultural backgrounds, as well as socioeconomic conditions prevailing in their cultural groups.
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Underage drinking: a developmental framework
TL;DR: A developmental framework for understanding and addressing the problem of underage alcohol consumption is presented and contemporary principles of developmental psychopathology are delineated as a guide to future research and intervention efforts.
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Constructivism as a Theoretical Foundation for the Use of Technology in Social Studies
TL;DR: The National Council for the Social Studies has explicitly advocated technology integration into the social studies classroom to transform the teaching and learning of key social studies content and skills while the application of technology within the realm of social studies has traditionally been theoretically underdeveloped.
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Teachers' Epistemological World Views and Educational Practices
Gregory Schraw,Lori Olafson +1 more
TL;DR: This paper examined the implications of teachers' beliefs about knowledge about knowledge and their impact on curriculum, pedagogy, and assessment, and discussed their implications for teacher training and environmental factors such as school culture and mandated standards.