Learning by expanding: An activity-theoretical approach to developmental research

By Yrjö Engeström. 2014

4,410 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/cd109439a68c5bae86d92ceccbe4336b47437e1f

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In Developmental and Educational Psychology

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Citations in the corpus

Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective (2015, background): “Due to different motives, Jack and Kevin were involved in two different peer feedback activity systems (Engeström, 1987, 2001; Leont’ev, 1978 & 1981).”
Peer feedback in second language writing (2005–2014) (2016, background): “AT maintains that socially-organized and goaldirected mediated activities play a crucial role in human development (Leont’ev 1978, 1981; Engeström 1987, 2001).”
Formative Interventions for Expansive Learning and Transformative Agency (2016, background): “A similar motivation drives the writing of this article, advocating a move beyond classrooms, to discover potentials for what Engeström has referred to as expansive learning, and its core quality of transformative agency in wider communities and work settings (Engeström, 2015).”
The emergence of learners’ transformative agency in a Change Laboratory intervention (2016, methodology): “A typical conceptual model used in these interventions is the triangular model of an activity system (Engeström 1987, 78).”
Understanding and Promoting Thinking About Knowledge (2016, background): “A stronger social perspective on knowledge and knowing derives from situative perspectives on cognition (Engeström, 1987; Lave & Wenger, 1991), allied with the social epistemologists discussed above (Fuller, 1988; Goldman, 2011), who see knowledge as fundamentally a social construct and…”
International transfer of vocational education and training: a literature review (2021, background): “Euler (2013) and Gonon (2014) both focused on the possible transferability of dual training systems abroad. Both explored this issue on a theoreticalconceptual level without going into a specific recipient country in detail, and both concluded that a complete transfer of a dual system abroad is not ”
Computer-Supported Collaborative Learning. (2014, background): “Lipponen et al. (2004) proposed another candidate for a third metaphor based on Bereiter (2002) and Engeström (1987): the knowledge-creation metaphor, in which new knowledge objects or group practices are created in the world through collaboration.”
“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities (2014, background): ““What do you want to say” also signaled to the writer that her message might be unclear, thus raising awareness about the languages she was using.”