Literaturnachweis - Detailanzeige
| Autor/inn/en | Portes, Pedro R.; und weitere |
|---|---|
| Titel | Assistance in Science-Related Parent-Child Interactions: Problem Solving in the Zone of Proximal Development (ZPD). |
| Quelle | (1994), (40 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Classroom Environment; Cognitive Development; Cultural Background; Parent Child Relationship; Parent Participation; Problem Solving; Science Activities; Science Experiments |
| Abstract | This study sought to connect the science activity educational approach to the higher cognitive development of students using a relatively new learning model, the Cultural Historical theory, based upon the work of Vygotsky. The theory advances the concept that children's intellectual development occurs in interactions with an adult or more capable peer in a zone of proximal development. The activity setting serves as the unit of analysis and is composed of five features which are both objective and subjective: personnel, scripts, task demands, goals, and values and beliefs of the participants. One such setting, a parent-child interaction during science problem solving, was examined for cognitive development. Parent child interaction analysis evaluated dyadic interaction variables that supported child conceptual development during the performance of three science experiments. A cooperative problem solving style was isolated which reflected interaction characteristics that could predict child's intellectual performance in both science tasks and science school achievement. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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