Vygotsky and Pedagogy

By Harry Daniels. 2001

1,133 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/b88121adeaee0b3122b94e53741bf3e62409ddc2

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In Developmental and Educational Psychology

In Human Factors and Ergonomics

Citations in the corpus

Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development (2010, background): “…of Vygotsky's concept of teaching in the zone of proximal development (Wells, 1999), to the Published by Canadian Center of Science and Education 241 view that the notion of scaffolding only partially reflects the richness of Vygotsky's zone of proximal development (e.g. Daniels, 2001).”
Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “Furthermore, choice of option was not typically seen as neutral with respect to student outcomes: Often with reference to sociocultural theory (e.g., Daniels, 2001; Wertsch, 1990), some approaches were spotlighted as especially productive as regards such outcomes.”
A theory of learning for the mobile age: learning through conversation and exploration across contexts (2010, positive): “The analysis draws on cultural-historical activity theory as it applies to learning (Daniels, 2001) through an adapted version of Engeström’s expansive activity model (Engeström, 1987).”
Reflections on activity theory (2009, background): “[This is a slightly simplified schema, drawn from the abovementioned website, of the model in Engeström (2001, 136); see also Daniels (2001, 92).]”
The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories (2019, background): “Daniels (2001) further notes that the influences between social activity and psychological phenomena are bidirectional, as it is their unity and their inseparable integration that allow each to influence the other.”
Learning a new method: Teaching Games for Understanding in the coaches’ eyes (2010, background): “This dialogue and discussion provides an environment for players to begin to internalise knowledge (Daniels 2001) so it can be displayed as knowledge-in-action (Schön 1983) during the game (Light and Fawns 2003).”
The effectiveness of digital storytelling in the classrooms: a comprehensive study (2014, background): “On the other hand, the education theories developed in the 20th century consider teaching and learning as more than mere interaction or transmission of knowledge (Daniels 2001; Dewey 2007; Vygotsky et al. 1978; Wells 1999).”
Developmental Psychology: Incorporating Piaget's and Vygotsky's Theories in Classrooms (2008, background): “Scaffolding is “a form of adult assistance that enables a child or novice to solve a problem, carry out a task or achieve a goal which would be beyond his unassisted efforts” (Wood et. al, 1976, as cited by Daniels, 2001, p.107).”
Learning and expanding with activity theory (2009, neutral): “As pointed out by Engeström (2005a, 2005c, 2006b) and Harry Daniels and his colleagues (2005, 2007), this is a transition to object-oriented collective intentionality, interagency, or multiagency studies in distributed multi-activity fields. Such agency generally may be called a new type of expansiv”
Vygotsky’s sociocultural theory in the context of globalization (2017, background): “He saw “all teaching and learning as conditional and contingent” (Daniels, 2001, p. 1).”
Reasoning as a scientist: ways of helping children to use language to learn science (2004, background): “Contemporary sociocultural theorists (e.g. Wertsch, 1991; Wells, 1999; Daniels, 2001) follow Vygotsky (e.g. 1978) in emphasising the importance of language use and social interaction within communities for the development of educated ways of making sense of the world, such as those associated with…”
Learning styles and pedagogy in post-16 learning: a systematic and critical review (2004, background): “There are, however, honourable exceptions which prove the rule: Daniels (2001), for example, has contrasted the two theoretical traditions of Engeström (activity theory) and Bernstein (pedagogy); and his book Vygotsky and pedagogy shows how Bernstein’s contribution may lead to a generative model of ”
The zone of proximal development in Vygotsky's analysis of learning and instruction. (2003, neutral): “⎯ some researchers have characterized Vygotsky's concept as " metaphorical " and/or " heuristical " (e.g., Daniels, 2001, p. 56; Lloyd & Fernyhough, 1999, p. 18; Kovalainen, Kumpulainen, & Vasama, 2001, p. 18; Valsiner, 1998, p. 68; Wells, 1999, p. 314), or rhetorical, descriptive, and not intended…”
“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007, background): “57) and a tough concept to implement (Daniels, 2001; DeVries, 2000), the zone of proximal development sometimes invokes a problematic internalization-externalization dichotomy.”