Vygotsky

Van Oers, B. (1998). From context to contextualization. Learning and Instruction, 8, 473 88. Vygotsky, L. (1986). Thought and language. Cambridge, MA, MIT Press. 

Educational constructivism extended the realism-empiricism dichotomy into how individuals learn, and assumed two main forms (19) (i) personal constructivism, which is associated with Piaget (5) and (ii) social-cultural constructivism which is linked to Vygotsky. Piagetian constructivism is associated with an idealized person (the epistemic subject ). On die other hand, according to Vygotsky (20), the learner constructs actively his/her knowledge, but this process is greatly assisted by interactions with peers and with the teacher who acts at the students zone of proximal development. 

Vygotsky, L. S. (1978) Mind in Society. Cambridge, MA Harvard University Press. 

To respond to such calls Sileshi and Barke - after reviewing the major chemistry education concepts - proposed the Tetrahedral-ZPD metaphor. This metaphor re-hybridizes the very powerful 3D-tetrahedral chemistry education concept proposed by Mahaffy [22] macroscopic, molecular, representational, and human element. With the idea of the Zone of Proximal Development (ZPD) of social constructivist Vygotsky [23], ZPD should describe the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers [23],... 

Vygotsky, L.S. Mind and Society The Development of Higher Mental Processes. Cambridge 1978 (Harvard University Press)... 

Cole Engestrom (1993) trace the begiimings of the ideas that cognition is mediated by the social and physical environment to the early twentieth century. They specifically note that the cultural-historical approach advocated in the writings of Leont ev (1932), Luria (1928, 1932) and Vygotsky (1929, 1960, 1978) has continued to exert substantial influence until today. These writers contributed one specific idea to this model of learning the culture surrounding the individual influences what is learned and how it is learned. 

Glassman, M. (2001). Dewey and Vygotsky Society, experience, and inquiry in educational practice. Educational Researcher, 30 (4), 3-14. 

Vygotsky, L.S. In Mind in society The development of higher psychological processes (Cole M., John-Steiner V., Scriber S., Souberman E., Eds. and Trans.). Cambridge, MA Harvard University Press. 1978. 

Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. Cambridge Harvard University Press. 

Within science education, constructivism has become somewhat more clearly defined than in education more widely, having been introduced into the field by a range of scholars (Driver Easley, 1978 Driver Erickson, 1983 Gilbert Watts, 1983 von Glasersfeld, 1989) who have drawn upon key constructivist thinkers (Ausubel, 1968 Kelly, 1963 Piaget, 1929/1973 Vygotsky, 1934/1986). There are still many flavours to constructivist thinking reflected in science... 

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