Sociocultural Contexts for Teaching and Learning

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Sociocultural Contexts for Teaching and Learning

• Reynolds and Miller
• Chapter 7
• Chapter important to meet the needs of all
  students of all ages (including the English
  language learners

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Acquisition of Human Knowledge as a Process of
Cognitive Change and Transformation

• Research is done using the
• following instruments
• Discourse analysis
• Longitudinal methods
• Qualitative methods (observation,
• participation and documentation)

• Vygotsky places culture,
• context and system as the
• center of inquiry
• Framework
• a. Addressed the way that
• psychologists studied
• higher psychological
• functions
• b. Relationship between
• language and thought
• Used functional system
• analysis?interactions
• of the individuals and
• the social in the teaching
• -learning process

• Vs Work
• Pedagogical methods that emphasize human
• diversity and their social and historical
• contexts
• Zone of Proximal Development?difference
• between the difficulty level of a problem that
  
• can be solved independently and the level
• that can be accomplished with help

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• Vs Experimental Method
• Based on how analysis and other mental systems
  affect the
• origin and development of higher mental
  functions
• He used the concept of meaning to analyze
  this relationship
• He looked at the ways in which math and
  writing help
• develop human cognition
• Other topics of interests to educational
  psychologists and
• sociocultural scholars included
• memory
• concept formation
• teaching and learning
• mathematical development
• literacy
• Developing a new psychology
• based on the Marxist approach?study the
  mind
• disagreed in some of the theories
• died as a recluse

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• Vs Methodological Approach for functional
  systems analysis
• Is genetic analysis?the study of a phenomena in
  their
• origins
• development
• disintegration
• Use of dialectics? we should study a phenomena
• At its origins
• Through their changes (not linear)
• These changes were quantitative leading to
  qualitative informa-
• tion leading to qualitative
  transformations
• He began to study the changes that
  occurred when humans
• began to control and use nature to meet
  their needs
• He also explore the minds
  interconnections with
• ..biological
• ..social SYSTEMS FOUND
  IN S SOCIAL RELATIONS
• ..emotional WITH THE EXTENDED WORLD
• ..cultural

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• Ethnographic Research Methods
• Cognitive Pluralism?impact of external
• activities on the acquisition and
  representation
• of knowledge (diversity of knowledge
• acquisition and representation)
• Representation of meaning through the use of
• words, knowledge, drawings, musical notes,
• and scientific diagrams in their planning
  notes
• The Role of Culture?growth and change of
• higher psychological processes through
• cultural development and its relationship to
  the
• elementary and higher mental functions

• Elementary and Higher
• Mental Functions
• Psychology operant
• conditioning (reflexes)
• and voluntary attention,
• logical memory, and
• concept formation
• (culturally developed)
• Those culturally developed
• relied on language, human
• society and culture

• Cognitive change between and within
• Individuals
• Captures change
• Explains qulitative transformations

Functional System Approach biological, emotional
social educational experiences