Social interactions and children’s changing understanding of electric circuits

Perspectives on Conceptual Change: Multiple Ways to Understand Knowing and Learning in a Complex World

Volumn , Issue , 2013, Pages 17-26

  Moje, Elizabeth B ^a   Shepardson, Daniel P ^b  

^a UNIVERSITY OF MICHIGAN   (United States)

^b PURDUE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2442442464     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315045108-10     Document Type: Chapter

References (10)

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2. Forman, E. A., & Cazden, C. B. (1985). Exploring Vygotskian perspectives in education: The cognitive value of peer interaction. In J. V. Wertsch(Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 323-347). Cambridge, England: Cambridge University Press.
3. Hatano, G., & lnagaki, K. (1992). Desituating cognition through the construction of conceptual knowledge. In G. Butterworth & P. Light (Eds.), Context and cognition: Ways of learning and knowing (pp. 115-133). Hillsdale, NJ: Lawrence Erlbaum Associates.
4. Leont’er, A. N. (1981). The problem of activity in psychology, In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37-71). Armonk, NY: Sharpe.
5. Osbome, R., & Freyberg, P. (1985). Children’s science. In R. Osborne & P. Freyberg (Eds), Learning in science: The implications of children’s science. Auckland, New Zealand: Heinemann.
6. Perrett-Clermont, A. N. (1980). Social interaction and cognitive development in children. New York: Academic Press.
7. Piaget, J. (1970). Piaget’s theory. In P. H. Mussen (Ed.), Carmichael’s manual of child psychology (3rd ed., Vol. 1, pp. 703-702). New York: Wiley.
8. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
9. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
10. Wertsch, J. V. (1981). The concept of activity in Soviet psychology. Armonk, NY: Sharpe.