Vygotsky's Educational Theory in Cultural Context: Psychological Tools and Mediated Learning

By A. Kozulin. 2003

360 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/392796b43f9516511c3498252cf70e10cec14c1c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Karim Shabani
2. S. Phillipson
3. Karen E. Johnson
4. Barohny Eun
5. Paula R. Golombek *
6. Marilyn Fleer

In Human Factors and Ergonomics

1. Karim Shabani
2. S. Phillipson
3. Karen E. Johnson
4. Barohny Eun
5. Paula R. Golombek *
6. Marilyn Fleer

Citations in the corpus

• Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts (2009, background): “Parents, therefore, feel obliged to provide extra mediation of meaning to make the situation clear to their children’ (Kozulin, 2003, p. 23).”
• MAKING CONNECTIONS: GROUNDING PROFESSIONAL DEVELOPMENT IN THE DEVELOPMENTAL THEORIES OF VYGOTSKY (2008, background): “Kozulin (1990, 2003) extended the concept of mediation to include human mediators, such as the expert guiding and assisting the novice in the ZPD.”
• Academic Expectations, Belief of Ability, and Involvement by Parents as Predictors of Child Achievement: A cross‐cultural comparison (2007, background): “Parents are seen as mediators of the socialisation process; they filter cultural and psychological beliefs before passing them on to their children (Kozulin, 2003).”
• Applications of Vygotsky’s sociocultural approach for teachers’ professional development (2016, positive): “Following Kozulin and his colleagues (Kozulin, 2003; Kozulin, Gindis, Ageyev, & Miller, 2003), this paper was based on the assumption that what Vygotsky claimed about child learning/development is applicable to the adults and teachers’ professional training because, according to Eun (2008), the…”
• The Transformative Power of Narrative in Second Language Teacher Education (2011, background): “Both everyday and scientific concepts must be connected deliberately and systematically (Kozulin, 2003); and valuing either by itself is problematic, resulting in extremes commonly expressed among teachers as contempt for theory, or among teacher educators as the long-standing theory– practice divid”