Volume 14 · Number 3 · Pages 355–356
Applying Vygotsky’s Mediators to Review the Scaffolding in Unplugged Activities

Jane Waite

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Abstract

Open peer commentary on the article “Constructing Computational Thinking Without Using Computers” by Tim Bell & Michael Lodi. Abstract: I raise the question as to whether Vygotsky’s mediators can be useful to review scaffolding in unplugged activities. If this is the case, then perhaps this approach can be used more generally to compare the type of scaffolding and the degree of freedom of activities. Such an approach may then contribute to the debate of the features of constructionism.

Citation

Waite J. (2019) Applying Vygotsky’s mediators to review the scaffolding in unplugged activities. Constructivist Foundations 14(3): 355–356. https://constructivist.info/14/3/355

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References

Kozulin A. & Presseisen B. Z. (1995) Mediated learning experience and psychological tools: Vygotsky’s and Feuerstein’s perspectives in a study of student learning, Educational Psychologist 30(2): 67–75. ▸︎ Google︎ Scholar
Lantolf J. (2000) Second language learning as a mediated process. Language Teaching 33(2): 79–96. ▸︎ Google︎ Scholar
Taber K. S. (2011) Constructivism as educational theory: Contingency in learning, and optimally guided instruction. In: Hassaskhah J. (ed.) Educational theory. Nova Science Publishers, Hauppauge NY: 39–61. ▸︎ Google︎ Scholar
Vygotsky L. S. (1978) Mind in society. Edited by Michael Cole, Vera John-Steiner, Sylvia Scribner & Ellen Souberman. Harvard University Press, Cambridge MA. Russian original contributing sources written in the 1930s and onwards and published 1960 onwards. ▸︎ Google︎ Scholar

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