learning_theories:social_development_theory
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learning_theories:social_development_theory [2011/02/03 13:02] jpetrovic |
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| First implication of Vygotsky's theory comes from the emphasized **importance of social interaction**. In accordance with that, **interaction** between learners should be **encouraged** during the educational process, since it **will enhance learning**. Another effective form of teaching should be **//scaffolding//** - providing learner with **help** when and as much **as needed**. | First implication of Vygotsky's theory comes from the emphasized **importance of social interaction**. In accordance with that, **interaction** between learners should be **encouraged** during the educational process, since it **will enhance learning**. Another effective form of teaching should be **//scaffolding//** - providing learner with **help** when and as much **as needed**. | ||
| + | Vygotsky's theory was basis for children learning models like //[[tools of the mind]]// or //[[reciprocal listening/reading]]//. | ||
| ===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
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| ===== Read more ===== | ===== Read more ===== | ||
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| + | Newman, Denis, Peg Griffin, and Cole, Michael. The construction zone: working for cognitive change in school. Cambridge University Press, 1989. | ||
| Jacobs, G. and Asokan N. Towards a Comprehensive Theory of Social Development. In: Human Choice, World Academy of Art & Science, USA, 1999. | Jacobs, G. and Asokan N. Towards a Comprehensive Theory of Social Development. In: Human Choice, World Academy of Art & Science, USA, 1999. | ||
learning_theories/social_development_theory.txt ยท Last modified: 2023/06/19 18:03 (external edit)
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