Implications of Wertschian perspective for the interpretation of Vygotsky´s theory in Physics teaching

Detalhes bibliográficos
Autor(a) principal: Pereira, Alexsandro Pereira de
Data de Publicação: 2014
Outros Autores: Lima Junior, Paulo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n3p518
Resumo: In this paper, we introduce Vygotsky's ideas from the perspective of the American psychologist James V. Wertsch. We highlight three basic themes in Vygotsky's writings: (1) mediation; (2) social interaction; and (3) development. This study is motivated by some misinterpretations typically found in the literature, such as: social interaction as negotiation of meanings; teacher as knowledge mediator; textbook as more capable peer; development as the construction of new cognitive structures. Implications of this perspective for teaching and research in Physics teaching are discussed.  
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spelling Implications of Wertschian perspective for the interpretation of Vygotsky´s theory in Physics teachingImplicações da perspectiva de Wertsch para a interpretação da teoria de Vygotsky no ensino de FísicaIn this paper, we introduce Vygotsky's ideas from the perspective of the American psychologist James V. Wertsch. We highlight three basic themes in Vygotsky's writings: (1) mediation; (2) social interaction; and (3) development. This study is motivated by some misinterpretations typically found in the literature, such as: social interaction as negotiation of meanings; teacher as knowledge mediator; textbook as more capable peer; development as the construction of new cognitive structures. Implications of this perspective for teaching and research in Physics teaching are discussed.  No presente trabalho, apresentamos uma introdução às ideias de Vygotsky a partir da perspectiva do psicólogo norte-americano James V. Wertsch. São destacados três temas centrais na obra de Vygotsky: (1) mediação; (2) interação social; e (3) desenvolvimento. Este trabalho é motivado por alguns equívocos de interpretação tipicamente encontrados na literatura, tais como: interação social como negociação de significados; professor como mediador do conhecimento; livro didático como parceiro mais capaz; desenvolvimento como construção de novas estruturas cognitivas. Implicações dessa perspectiva para o ensino e a pesquisa em ensino de Física são discutidas.Imprensa Universitária - UFSC2014-05-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n3p51810.5007/2175-7941.2014v31n3p518Caderno Brasileiro de Ensino de Física; v. 31 n. 3 (2014); 518-5352175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n3p518/27968Pereira, Alexsandro Pereira deLima Junior, Pauloinfo:eu-repo/semantics/openAccess2018-03-16T10:38:25Zoai:periodicos.ufsc.br:article/30927Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2018-03-16T10:38:25Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Implications of Wertschian perspective for the interpretation of Vygotsky´s theory in Physics teaching
Implicações da perspectiva de Wertsch para a interpretação da teoria de Vygotsky no ensino de Física
title Implications of Wertschian perspective for the interpretation of Vygotsky´s theory in Physics teaching
spellingShingle Implications of Wertschian perspective for the interpretation of Vygotsky´s theory in Physics teaching
Pereira, Alexsandro Pereira de
title_short Implications of Wertschian perspective for the interpretation of Vygotsky´s theory in Physics teaching
title_full Implications of Wertschian perspective for the interpretation of Vygotsky´s theory in Physics teaching
title_fullStr Implications of Wertschian perspective for the interpretation of Vygotsky´s theory in Physics teaching
title_full_unstemmed Implications of Wertschian perspective for the interpretation of Vygotsky´s theory in Physics teaching
title_sort Implications of Wertschian perspective for the interpretation of Vygotsky´s theory in Physics teaching
author Pereira, Alexsandro Pereira de
author_facet Pereira, Alexsandro Pereira de
Lima Junior, Paulo
author_role author
author2 Lima Junior, Paulo
author2_role author
dc.contributor.author.fl_str_mv Pereira, Alexsandro Pereira de
Lima Junior, Paulo
description In this paper, we introduce Vygotsky's ideas from the perspective of the American psychologist James V. Wertsch. We highlight three basic themes in Vygotsky's writings: (1) mediation; (2) social interaction; and (3) development. This study is motivated by some misinterpretations typically found in the literature, such as: social interaction as negotiation of meanings; teacher as knowledge mediator; textbook as more capable peer; development as the construction of new cognitive structures. Implications of this perspective for teaching and research in Physics teaching are discussed.  
publishDate 2014
dc.date.none.fl_str_mv 2014-05-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n3p518
10.5007/2175-7941.2014v31n3p518
url https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n3p518
identifier_str_mv 10.5007/2175-7941.2014v31n3p518
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n3p518/27968
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Imprensa Universitária - UFSC
publisher.none.fl_str_mv Imprensa Universitária - UFSC
dc.source.none.fl_str_mv Caderno Brasileiro de Ensino de Física; v. 31 n. 3 (2014); 518-535
2175-7941
1677-2334
reponame:Caderno Brasileiro de Ensino de Física (Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Caderno Brasileiro de Ensino de Física (Online)
collection Caderno Brasileiro de Ensino de Física (Online)
repository.name.fl_str_mv Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com
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