Inquiry as a Pivotal Element of Knowledge Acquisition Within the Vygotskian Paradigm: Building a Science Curriculum for the Elementary
| Autor: | Emil E. Khavkin, Galina A. Zuckerman, Elena V. Chudinova |
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| Rok vydání: | 1998 |
| Předmět: |
Emergent curriculum
Cooperative learning Teaching method Primary education Experimental and Cognitive Psychology Science education Knowledge acquisition Education Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Curriculum development Mathematics education Sociology Philosophy of education General Psychology |
| Zdroj: | Cognition and Instruction. 16:201-233 |
| ISSN: | 1532-690X 0737-0008 |
| DOI: | 10.1207/s1532690xci1602_3 |
| Popis: | A Vygotskian approach to the development of students' ability to engage in persistent and systematic inquiry is exemplified by a science curriculum for elementary school children. Three factors are singled out as crucial for evoking and amplifying this ability: (a) Instruction starts by introducing ideas that are central and general to the discipline (in our example, these are the concepts of growth and development); (b) students invent and adapt cultural tools for thinking about these ideas (models, schemes, and symbols designed by students under the teacher's guidance); and (c) problems are solved in cooperation with peers, helping students to present explicitly their own naive theories of growth and development and to see the phenomena being studied from the other's point of view. Illustrations are presented from lessons that occurred during our experiments in 2 Moscow schools from 1993 to 1996. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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