Putting Vygotsky to Work: The Change Laboratory as an Application of Double Stimulation

By Yrjö Engeström. 2007

319 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5acf23ed9830548fcfbda7b14228c98885afbf65

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

In Human Factors and Ergonomics

In Sociology and Political Science

Citations in the corpus

Caring as a collective knowledgeable doing: About concern and being concerned (2016, methodology): “In the tradition of activity theory, the Change Laboratory (Engeström, 2007) is an excellent example; or in the approach of French social psychology, the Clinic of Activity (Clot et al.”
From design experiments to formative interventions (2008, background): “As summarized in Figure 3, initial, albeit weak and ambivalent, steps toward the formation of a new concept for the activity were found already in the first Change Laboratory session.”
Expansive Learning in a Library: Actions, Cycles and Deviations from Instructional Intentions (2013, background): “The theory of expansive learning is the backbone of a formative intervention toolkit called the Change Laboratory (Engeström et al. 1996; Engeström 2007; 2011).”
The Experimental Methodology of Constructive Microgenesis (2009, methodology): “4 Vygotsky also refers to his method as the “experimental genetic method,” “instrumental method” and “historical-genetic method” (Engeström, 2007).”
Learning and Expanding with Activity Theory: The Future of Activity Theory: A Rough Draft (2009, background): “I have characterized these new forms of activity as ‘wildfire activities’ and ‘mycorrhizae activities’ in which interaction takes the shape of knotworking without a single stable center (Engeström, 2006, 2007a, 2008).”
Learning and expanding with activity theory (2009, background): “I see it as a formative intervention, a virtual Change Laboratory (Engeström, 2007e), attended by a diverse group of scholars interested in pushing forward the development of activity theory.”
The emergence of learners’ transformative agency in a Change Laboratory intervention (2016, methodology): “Relating to past positive experiences as evidence of unacknowledged potentials (Sannino 2008) or characterising the problematic object as a source of new possibilities (Engeström 2007c) and exciting challenges.”