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Artykuły w czasopismach na temat "Vygotsky"
Sobkin, V. S. "Notes on L.S. Vygotsky’s Theatrical Reviews". Cultural-Historical Psychology 12, nr 4 (2016): 26–38. http://dx.doi.org/10.17759/chp.2016120403.
Pełny tekst źródłaS. Sobkin, Vladimir. "Lev Vygotsky: From Theator to Psychology". Revue internationale du CRIRES : innover dans la tradition de Vygotsky 4, nr 1 (21.09.2017): 80–95. http://dx.doi.org/10.51657/ric.v4i1.40996.
Pełny tekst źródłaTchougounnikov, Serge, i Evgeny Vildanov. "Lev Vygotski et son école : de la « paléontologie du psychisme » à la « psychologie par action »". Linguistic Frontiers 4, nr 3 (1.12.2021): 64–74. http://dx.doi.org/10.2478/lf-2021-0018.
Pełny tekst źródłaKozulin, Alex. "Vygotsky for Historians, Vygotsky for Educators". Contemporary Psychology: A Journal of Reviews 38, nr 8 (sierpień 1993): 855–57. http://dx.doi.org/10.1037/033632.
Pełny tekst źródłaSobkin, V. S., i T. A. Klimova. "Lev Vygotsky on Joy and Sorrow (Comments on the Article «Thoughts and Moods»)". Cultural-Historical Psychology 13, nr 3 (2017): 71–82. http://dx.doi.org/10.17759/chp.2017130309.
Pełny tekst źródłaKostrigin, A. A. "Eugenia Hanfmann (1905—1983) as a Follower of L.S. Vygotsky". Cultural-Historical Psychology 15, nr 2 (2019): 114–24. http://dx.doi.org/10.17759/chp.2019150214.
Pełny tekst źródłaZittoun, Tania, i Paul Stenner. "Vygotsky’s Tragedy: Hamlet and the Psychology of Art". Review of General Psychology 25, nr 3 (29.07.2021): 223–38. http://dx.doi.org/10.1177/10892680211013293.
Pełny tekst źródłaChesnokova, M. G. "Existential and religious motifs in L.S. Vygotsky’s essay on “Hamlet” (1916)". Cultural-Historical Psychology 14, nr 2 (2018): 129–37. http://dx.doi.org/10.17759/chp.2018140214.
Pełny tekst źródłaZavershneva, Ekaterina, i René van der Veer. "Not by bread alone". History of the Human Sciences 31, nr 1 (luty 2018): 36–55. http://dx.doi.org/10.1177/0952695117743408.
Pełny tekst źródłaZavershneva, E. Ju. "Vygotsky vs. Freud: on the Rethinking of Psychoanalysis in Terms of Cultural-Historical Psychology". Cultural-Historical Psychology 12, nr 4 (2016): 14–25. http://dx.doi.org/10.17759/chp.2016120402.
Pełny tekst źródłaRozprawy doktorskie na temat "Vygotsky"
Weber, Sueli Wolff. "Gramsci e Vygotsky". Florianópolis, SC, 1998. http://repositorio.ufsc.br/xmlui/handle/123456789/77359.
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A presente dissertação faz um estudo comparativo entre o pensamento de
Barnham, Chris. "Peirce, Vygotsky and concept formation". Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10059118/.
Pełny tekst źródłaZhang, Ruihan, i 張芮菡. "Rethinking Vygotsky : a critical reading of Vygotsky's cultural-historical theory and its appropriation in contemporary scholarship". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/197513.
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English
Master
Master of Philosophy
Derry, Janice. "Vygotsky and his critics : philosophy and rationality". Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10006647/.
Pełny tekst źródłaHaberman, Jordan. "Vygotsky and cooperative learning Sri Lankan graduate students in Canada /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ56178.pdf.
Pełny tekst źródłaDoherty, Andrea Mary. "Vygotsky and play : a critical exploration of theory and practice". Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602482.
Pełny tekst źródłaMesquita, Kelcilene Virgino Silva de. "FormaÃÃo conceitual à luz das teorias de Vygotsky e Nelson". Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3114.
Pełny tekst źródłaOur basic assumption for this work is that the abilities to appraise and to categorize are closely related, leading us to the conclusion that they are part of a single process: that of knowledge organization. In this paper, we will discuss specifically some topics involving knowledge organization as far as concept formation is concerned, searching to understand its nature. For this purpose, we have used as theoretical background the works on concept formation by Vygotsky ([1934] 2000) and Nelson (1998; 1986). We believe that Nelsonâs views on young children cognitive processing, centered on the action context and on the childrenâs daily experiences can provide a more significant contribution for an extended vision of the nature of the process of concept formation than the ideas presented by Vygotsky who, in spite of stressing the importance of the context in concept formation, carried out his experiments based on artificial concepts. To check if the concepts become more abstract as time goes by or if they show to be limited to the individualâs context, connected to their memory (thus contextualized), we carry out a study with Elementary, Junior High and High School students as subjects, whose main purpose was to understand the nature of the participantsâ concepts. The students were asked to define the terms âplantâ and âanimalâ and took part in two classification activities using a set of cards, adapted from Panofsky, John-Steiner and Blackwell (1996), which consisted of twenty and one (21) pictures (07 belonging to the âplantâ category and 14 to the âanimalâ category). From the analysis of the definitions obtained and of the justifications for grouping the items into categories, we could observe that there is not a single, exclusive base for the participantsâ conceptualizations, that is, none of the categories has shown to be predominant. On the contrary, the category concepts are formed from internalized pieces of information about the world, no matter if these pieces of information are of a daily or of a more formal nature.
Neste trabalho partimos da premissa de que as habilidades de conceituar e de categorizar estÃo intimamente relacionadas, levando-nos a concluir que elas fazem parte de um Ãnico processo: o de organizaÃÃo do conhecimento. Especificamente, abordaremos questÃes concernentes à organizaÃÃo do conhecimento no tocante à formaÃÃo de conceitos buscando compreender a sua natureza. Para isso, utilizamos como base teÃrica os trabalhos sobre formaÃÃo de conceitos de Vygotsky ([1934] 2000) e de Nelson (1998; 1986). Defendemos que a proposta de Nelson sobre o processamento cognitivo de crianÃas jovens, centrada no contexto de aÃÃo, nas experiÃncias cotidianas das crianÃas, pode contribuir para uma visÃo mais ampliada da natureza do processo de formaÃÃo de conceitos que a visÃo apresentada por Vygotsky que, mesmo defendendo a importÃncia do contexto na formaÃÃo dos conceitos, realizou seus experimentos utilizando-se de conceitos artificiais. Para verificarmos se os conceitos com o passar do tempo vÃo se tornando mais abstratos ou se, ainda, mostram-se, presos ao contexto do indivÃduo, ligados à memÃria de eventos (contextualizado), realizamos uma pesquisa com alunos do Ensino Fundamental e do Ensino MÃdio com o objetivo de compreender a natureza dos conceitos dos participantes. A tarefa experimental consistiu de uma atividade de definiÃÃo para os termos planta e animal e duas atividades de classificaÃÃo usando um conjunto de cartÃes, adaptado de Panofsky, John-Steiner e Blackwell (1996) que constou de vinte e uma (21) figuras (07 da categoria plantas e 14 da categoria animais). AtravÃs da anÃlise das definiÃÃes e justificativas para os agrupamentos de itens em categorias, pudemos verificar que nÃo hà uma Ãnica e exclusiva base para as conceitualizaÃÃes dos participantes, ou seja, nÃo hà predominÃncia de uma ou de outra categoria, e sim que seus conceitos sÃo formados a partir de pedaÃos de informaÃÃes internalizadas sobre o mundo quer sejam cotidianas quer sejam mais formais.
Mesquita, Kelcilene Vírgilio Silva de. "Formação conceitual à luz das teorias de Vygotsky e Nelson". www.teses.ufc.br, 2008. http://www.repositorio.ufc.br/handle/riufc/8823.
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Our basic assumption for this work is that the abilities to appraise and to categorize are closely related, leading us to the conclusion that they are part of a single process: that of knowledge organization. In this paper, we will discuss specifically some topics involving knowledge organization as far as concept formation is concerned, searching to understand its nature. For this purpose, we have used as theoretical background the works on concept formation by Vygotsky ([1934] 2000) and Nelson (1998; 1986). We believe that Nelson’s views on young children cognitive processing, centered on the action context and on the children’s daily experiences can provide a more significant contribution for an extended vision of the nature of the process of concept formation than the ideas presented by Vygotsky who, in spite of stressing the importance of the context in concept formation, carried out his experiments based on artificial concepts. To check if the concepts become more abstract as time goes by or if they show to be limited to the individual’s context, connected to their memory (thus contextualized), we carry out a study with Elementary, Junior High and High School students as subjects, whose main purpose was to understand the nature of the participants’ concepts. The students were asked to define the terms “plant” and “animal” and took part in two classification activities using a set of cards, adapted from Panofsky, John-Steiner and Blackwell (1996), which consisted of twenty and one (21) pictures (07 belonging to the “plant” category and 14 to the “animal” category). From the analysis of the definitions obtained and of the justifications for grouping the items into categories, we could observe that there is not a single, exclusive base for the participants’ conceptualizations, that is, none of the categories has shown to be predominant. On the contrary, the category concepts are formed from internalized pieces of information about the world, no matter if these pieces of information are of a daily or of a more formal nature.
Neste trabalho partimos da premissa de que as habilidades de conceituar e de categorizar estão intimamente relacionadas, levando-nos a concluir que elas fazem parte de um único processo: o de organização do conhecimento. Especificamente, abordaremos questões concernentes à organização do conhecimento no tocante à formação de conceitos buscando compreender a sua natureza. Para isso, utilizamos como base teórica os trabalhos sobre formação de conceitos de Vygotsky ([1934] 2000) e de Nelson (1998; 1986). Defendemos que a proposta de Nelson sobre o processamento cognitivo de crianças jovens, centrada no contexto de ação, nas experiências cotidianas das crianças, pode contribuir para uma visão mais ampliada da natureza do processo de formação de conceitos que a visão apresentada por Vygotsky que, mesmo defendendo a importância do contexto na formação dos conceitos, realizou seus experimentos utilizando-se de conceitos artificiais. Para verificarmos se os conceitos com o passar do tempo vão se tornando mais abstratos ou se, ainda, mostram-se, presos ao contexto do indivíduo, ligados à memória de eventos (contextualizado), realizamos uma pesquisa com alunos do Ensino Fundamental e do Ensino Médio com o objetivo de compreender a natureza dos conceitos dos participantes. A tarefa experimental consistiu de uma atividade de definição para os termos planta e animal e duas atividades de classificação usando um conjunto de cartões, adaptado de Panofsky, John-Steiner e Blackwell (1996) que constou de vinte e uma (21) figuras (07 da categoria plantas e 14 da categoria animais). Através da análise das definições e justificativas para os agrupamentos de itens em categorias, pudemos verificar que não há uma única e exclusiva base para as conceitualizações dos participantes, ou seja, não há predominância de uma ou de outra categoria, e sim que seus conceitos são formados a partir de pedaços de informações internalizadas sobre o mundo quer sejam cotidianas quer sejam mais formais.
Bartfai, Sara. "Algoritmen som kulturellt redskap : Fyra elevers förståelse av additionsalgoritmen". Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30927.
Pełny tekst źródłaHiltunen, H. (Hannele). "Play and motivation:through the eyes of Montessori, Vygotsky, Deci and Ryan". Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201705302194.
Pełny tekst źródłaKsiążki na temat "Vygotsky"
Yasnitsky, Anton. Vygotsky. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504.
Pełny tekst źródłaI͡Aroshevskiĭ, Mikhail Grigorʹevich. Lev Vygotsky. Moscow: Progress Publishers, 1989.
Znajdź pełny tekst źródłaVeer, René van der. Lev Vygotsky. London: Continuum, 2007.
Znajdź pełny tekst źródła1946-, Bronckart Jean-Paul, red. Vygotsky aujourd'hui. Neuchâtel: Delachaux & Niestlé, 1985.
Znajdź pełny tekst źródłaDaniels, Harry, red. Introduction to Vygotsky. 3rd edition. | Abingdon, Oxon ; New York, NY : Routledge, [2017]Identifiers: LCCN 2016048948| ISBN 9781138125216 (hardback : alk. paper) | ISBN 9781138125223 (pbk. : alk. paper) | ISBN 9781315647654 (ebook): Routledge, 2017. http://dx.doi.org/10.4324/9781315647654.
Pełny tekst źródłaVygotsky in perspective. Cambridge: Cambridge University Press, 2011.
Znajdź pełny tekst źródłaW, Rieber R., Robinson David Kent 1954- i Bruner Jerome S, red. The essential Vygotsky. New York: Kluwer Academic/Plenum Publishers, 2004.
Znajdź pełny tekst źródłaRieber, Robert W., i David K. Robinson, red. The Essential Vygotsky. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-387-30600-1.
Pełny tekst źródłaVeer, René van der, 1952- i Valsiner Jaan, red. The Vygotsky reader. Oxford, UK: Blackwell, 1994.
Znajdź pełny tekst źródłaDaniels, Harry. Vygotsky and research. New York, NY: Routledge, 2008.
Znajdź pełny tekst źródłaCzęści książek na temat "Vygotsky"
Thompson, Ian. "Vygotsky". W The Palgrave Encyclopedia of the Possible, 1–8. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-98390-5_144-1.
Pełny tekst źródłaYasnitsky, Anton. "Prophet". W Vygotsky, 1–16. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-1.
Pełny tekst źródłaYasnitsky, Anton. "Bolshevik". W Vygotsky, 17–30. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-2.
Pełny tekst źródłaYasnitsky, Anton. "Reflexologist". W Vygotsky, 31–42. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-3.
Pełny tekst źródłaYasnitsky, Anton. "Psychologist". W Vygotsky, 43–78. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-4.
Pełny tekst źródłaYasnitsky, Anton. "Revisionist". W Vygotsky, 79–105. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-5.
Pełny tekst źródłaYasnitsky, Anton. "Holist". W Vygotsky, 106–21. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-6.
Pełny tekst źródłaYasnitsky, Anton. "Epilogue. Genius". W Vygotsky, 122–26. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-7.
Pełny tekst źródłaWalshaw, Margaret. "Lev Vygotsky". W Alternative Theoretical Frameworks for Mathematics Education Research, 11–37. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33961-0_2.
Pełny tekst źródłaZavershneva, Ekaterina, i René van der Veer. "Lev Vygotsky". W Encyclopedia of Evolutionary Psychological Science, 1–4. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-16999-6_2391-1.
Pełny tekst źródłaStreszczenia konferencji na temat "Vygotsky"
Silva, Kissya Kropf Da, Priscila Tamiasso-Martinhon, Victor de Oliveira Rodrigues i Célia Regina Sousa da Silva. "Vygotsky e a experimentação no ensino de química". W Anais da IV Conferência de Teoria Histórico Cultural: Ciência Tecnologia e Sociedade. Recife, Brasil: Even3, 2022. http://dx.doi.org/10.29327/1178375.4-3.
Pełny tekst źródłaMaia, Rosiery, Anderson Abner Souza i Luiz Marcos Gonalves. "Rules for Robotic Cooperation Based on Vygotsky and Piaget". W 2015 12th Latin American Robotics Symposium (LARS) and 2015 3rd Brazilian Symposium on Robotics (LARS-SBR). IEEE, 2015. http://dx.doi.org/10.1109/lars-sbr.2015.71.
Pełny tekst źródłaHolley, Dorothy. "What Would Vygotsky Say? Effectiveness of Standards-Based Learning Environment". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1432368.
Pełny tekst źródłaAna, Almeida, Santana Joseffy, Pessoa Taynara, Cordeiro Delly i Sotero Ana. "A TEORIA E INFLUÊNCIA DE LEV VYGOTSKY PARA O ENSINO E APRENDIZAGEM". W V Congresso Internacional das Licenciaturas. Instituto Internacional Despertando Vocações, 2018. http://dx.doi.org/10.31692/2358-9728.vcointerpdvl.2018.00175.
Pełny tekst źródłaClarin, M. V. "THE HERITAGE OF VYGOTSKY AND THE BASIS OF COACHING. ZONE OF NEAREST DEVELOPMENT". W SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-57-7.63.68.
Pełny tekst źródłaPrestes, Z. "ON THE PROBLEMS OF TRANSLATING THE WORKS OF LEV SEMYONOVICH VYGOTSKY IN BRAZIL". W ПСИХОЛОГИЯ ТВОРЧЕСТВА И ОДАРЕННОСТИ. Москва: Ассоциация технических университетов, 2021. http://dx.doi.org/10.53677/9785919160472_273_277.
Pełny tekst źródłaDe Mendonça, Candido, i Luciano Digiampietri. "Uma Ferramenta para Ensinar Introdução à Teoria da Computação". W XXIV Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wei.2016.9686.
Pełny tekst źródłaMaciel, Kátia, Geruza Gadelha i Adriana Leite Limaverde Gomes. "O DESENVOLVIMENTO DA LINGUAGEM DE CRIANÇAS COM DEFICIÊNCIA: CONTRIBUIÇÕES DE PIAGET, VYGOTSKY E WALLON". W Congresso Brasileiro de Educação Especial. Campinas - SP, Brazil: Galoa, 2014. http://dx.doi.org/10.17648/galoa-cbee-6-28259.
Pełny tekst źródłaWijiastuti, Asri, Siti Masitoh, Ima Kurrotun Aini i Febrita Ardianingsih. "Indigenus Inclusive Education Concept Based on Ki Hadjar Dewantara Values and Dysontogenesis Vygotsky Theory". W 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.125.
Pełny tekst źródła"Social and Educational Inclusion of Children with Special Needs: Approach of L. S. Vygotsky School". W Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium75-78.
Pełny tekst źródłaRaporty organizacyjne na temat "Vygotsky"
Sørensen, Anders Dræby. Praksis og kontekst i pædagogisk psykologi: Vygotsky, Schön, Lave & Wenger. Aarhus University, 2015. http://dx.doi.org/10.7146/aul.102.93.
Pełny tekst źródłaMosquera-Rodas, Jhon Jairo. La psicología existencialista, el psicoanálisis, la interacción del aprendizaje y el desarrollo de Vygotsky. Tres perspectivas diversas de la psicología científica. Universidad Cooperativa de Colombia, 2018. http://dx.doi.org/10.16925/greylit.2383.
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