Vygotsky, Piaget, and Education: a reciprocal assimilation of theories and educational practices

By Rheta Devries. 2000

153 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/f196aecf0a0fbe4db8c6d84d18c55c42b675d181

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. Simone E. Volet
2. Pekka Salonen
3. Marja Vauras
4. Wolff‐Michael Roth
5. Yew-Jin Lee
6. Sanna Järvelä
7. Hanna Järvenoja
8. I. Clark

In Education

1. Simone E. Volet
2. Yew-Jin Lee
3. Pekka Salonen
4. Marja Vauras
5. Wolff‐Michael Roth
6. Sanna Järvelä
7. Hanna Järvenoja
8. I. Clark

In Human Factors and Ergonomics

1. Wolff‐Michael Roth
2. Yew-Jin Lee
3. Marja Vauras
4. Pekka Salonen
5. Simone E. Volet
6. Deoksoon Kim
7. Einat Heyd‑Metzuyanim
8. Lisa C. Yamagata-Lynch

Citations in the corpus

• Self- and Social Regulation in Learning Contexts: An Integrative Perspective (2009, background): “This position contrasts somewhat with the Piagetian view (DeVries, 2000; Inhelder & Piaget, 1958) of loosely age-related cognitive progressions toward greater independence from immediate sensory stimuli and concrete situational objects to abstract formal reasoning.”
• “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.”