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“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory
The authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky firstExpand
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Science education as/for participation in the community
In this paper, we take up and advance the project of rethinking "scientific literacy" by Eisenhart, Finkel, and Marion (American Educational Research Journal, 1996, 33, 261 - 295). As part of aExpand
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Culture and Identity
Francisco VARELA (1996) suggested that the ultimate tests of scientific theories are their ability to explain our personal experience. Although Sicher in Kreuzberg and Cultural Psychology are aboutExpand
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Gestures: Their Role in Teaching and Learning
Gestures are central to human cognition and constitute a pervasive element of human communication across cultures; even congenitally blind individuals use gestures when they talk. Yet there existsExpand
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Curriculum-Based Ecosystems: Supporting Knowing From an Ecological Perspective
The goal of this article is to advance an ecological theory of knowing, one that prioritizes engaged participation over knowledge acquisition. To this end, the authors begin by describing theExpand
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Teacher questioning in an open‐inquiry learning environment: Interactions of context, content, and student responses
This article describes a case study of an expert teacher's questioning strategies during an open-inquiry engineering curriculum in a Grade 4/5 classroom. The data sources collected over a 13-weekExpand
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Experimenting in a constructivist high school physics laboratory
Although laboratory activities have long been recognized for their potential to facilitate the learning of science concepts and skills, this potential has yet to be realized. To remediate thisExpand
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Learning science through technological design
In the course of a decade of research on learning in technology-centered classrooms, my research group has gained considerable understanding of why and how students learn science by designingExpand
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Authentic school science : knowing and learning in open-inquiry science laboratories
Preface. I: Background. I.1. Introduction. I.2. General Theoretical Grounding. I.3. Setting. II: Individual and Collaborative Construction of Knowledge. II.1. Individual Construction of Knowledge.Expand
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Prevalence, function, and structure of Photographs in high school biology textbooks
Photographs are a major aspect of high school science textbooks, which dominate classroom approaches to teaching and learning. It is thus surprising that the function of photographs and theirExpand
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