Re: [xmca] RER "Vygotsky's Neglected Legacy" June 2007 Issue

Hello Maria and Mroth:

There is a link at the bottom of this thread that should lead you to
Wolff-Michael's article. I am sorry if I mislead you in thinking I am a
researcher. I am a teacher of 16-21 year old high school students who
receive special education services. My experience is with implementing
learning activities that revolve around the completion of a project via
mediated, student-centered pursuits (i.e. building a boat, putting together
a yearbook, performing a play). Michael, I agree I have many problems but
I still see what was accomplished in your study of science is more in the
vain of social networking rather than the mediation of 'hard' scientific
principles. What specific evidence can you provide that individual
students increased their understanding of biology or chemistry? I believe
the work you are conducting is important but other than Davydov's work i
have yet to find anyone who has forwarded the idea of 'rising to the
concrete'.

eric

                                                                                                                               
                      "maria ianeva"
                      <m_ianeva@hotmai To: xmca@weber.ucsd.edu
                      l.com> cc:
                      Sent by: Subject: Re: [xmca] RER "Vygotsky's Neglected Legacy" June 2007 Issue
                      xmca-bounces@web
                      er.ucsd.edu
                                                                                                                               
                                                                                                                               
                      06/05/2007 03:58
                      PM
                      Please respond
                      to "eXtended
                      Mind, Culture,
                      Activity"
                                                                                                                               
                                                                                                                               

Hi Eric,
Would you please send me this article you've read?
How did you exacly used CHAT in your research work?
I don't really have experience with children, I've worked more with adults
mostly in hospital, which is not the same think ; I'm not quite sure that I

fully understand what you mean but it's sounds interesting
thanks
maria ianeva

>From: "mroth" <mroth@uvic.ca>
>Reply-To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
>To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
>CC: mcole@weber.ucsd.edu, "eXtended Mind, Culture,Activity"
><xmca@weber.ucsd.edu>
>Subject: Re: [xmca] RER "Vygotsky's Neglected Legacy" June 2007 Issue
>Date: Tue, 5 Jun 2007 13:07:44 -0700 (PDT)
>
>Hi Eric, the problem may be yours, not one of CHAT. We have been using
>CHAT in a number of publications specifically concerned with knowing and
>learning science and mathematics, in and out of schools, and learning to
>teach science, and about changes in educational structures to provide
>resources for learning. With Angie Barton, I wrote "Re/thinking Scientific
>Literacy," which extensively uses CHAT to show what and how children
>learned science while doing research in/on a creek all the while
>contributing actively to society. Michael
> >
> > I appreciate Wolff-Michael's and Lee's comprehensive summary of CHAT
and
> > CHAT's current influence on education. My criticism is not with the
> > vignette posed nor how it is an example of how activity theory provides

>an
> > opportunity for 'learning by expanding." However, I am struck with the
> > same hurdle of thinking, "O.K. CHAT provides an explanatory model for
>how
> > the individual/social dialectic expands but once again when I read an
> > article about CHAT in the education domain it has to do with social
> > sciences and not math/science." I too have been successful in using
the
> > CHAT model to improve social competencies but must admit fail miserably

>in
> > providing a comprehensive mileu that will assist students in improving
> > their ability to actively use math and science concepts.
> >
> > what do other's think?
> > eric
> >
> >
> >
> > "Mike Cole"
> > <lchcmike@gmail. To: "eXtended Mind,
> > Culture, Activity" <xmca@weber.ucsd.edu>
> > com> cc:
> > Sent by: Subject: Re: [xmca] RER
> > "Vygotsky's Neglected Legacy" June 2007 Issue
> > xmca-bounces@web
> > er.ucsd.edu
> >
> >
> > 06/05/2007 11:46
> > AM
> > Please respond
> > to mcole; Please
> > respond to
> > "eXtended Mind,
> > Culture,
> > Activity"
> >
> >
> >
> >
> >
> >
> > Thank you Teresa.
> > Xmca-ites may want to visit the web site Teresa posted because there is

>a
> > not-pleasant, but
> > not uninteresting controversy involving Vygotsky there as well.
> > mike
> >
> > On 6/5/07, Hallam,Teresa A <thallam@uakron.edu> wrote:
> >>
> >> The Review of Educational Research has the W-M Roth article this
month.
> >> The article is attached and here is a link to the journal site. Sage
>is
> >> offering free access this month.
> >>
> >> http://rer.aera.net
> >>
> >>
> >> Teresa A. Hallam
> >> thallam@uakron.edu
> >> College of Education
> >> University of Akron
> >>
> >>
> >> _______________________________________________
> >> xmca mailing list
> >> xmca@weber.ucsd.edu
> >> http://dss.ucsd.edu/mailman/listinfo/xmca
> >>
> >>
> >>
> > _______________________________________________
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> >
> >
> >
> >
> > _______________________________________________
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
>
>
>
>
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Received on Wed Jun 6 07:27 PDT 2007