1,720,987 research outputs found
Teacher facilitating of group learning in science with digital technology and insights into students’ agency in learning to learn
Get PDFThe study provides an insight into how teachers may facilitate students’ group learning in science with digital technology, which was examined when Norwegian lower secondary school students engaged in learning concepts of mitosis and meiosis. Quantitative and qualitative analyses of the teacher’s assistance draw on Galperin’s conceptualisation of learning.
Findings reveal patterns in the teacher’s guidance: the teacher fulfilled the orienting, executive and controlling functions while assisting students in identifying the key features of mitosis and meiosis and solving the compare and contrast task. The teacher relied on and interplayed with the available mediational resources: compare and contrast task, digital animations, and collaborating peers. However, it was the compare and contrast task that demonstrated an approach to study scientific concepts which may have contributed to the development of learners’ understanding about to engage in learning in science. By adopting such an approach, learning activity has the potential to not only help students to achieve learning outcomes but it acquires a functional significance, becoming a tool in the learning process aimed at the development of students’ as learners. The digital animations, in turn, demonstrated scientific processes that were otherwise invisible for students and triggered group discussions. The study, therefore, raises questions about the need for practitioners’ awareness of the type of support the technology and other resources provide to assist both conceptual learning and enhancing students’ agency in learning to learn
Lecture 13. The process of internalisation. Theoretical and practical implications of the study on the phases of the development of mental actions
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Devoted to the Matter of Science: The Life and Professional Career of Piotr Galperin
Get PDFFor most people, their professional careers go hand-in-hand with their private lives and the development of his or her scientific ideas, is inherently connected with the person’s life journey. In this article, I very briefly present Piotr Galperin’s biography against the backdrop of the historical context to gain insight into the trajectory of the contributions of this outstanding scholar
Cultural-Historical Perspective to Design Pedagogical AI for Enhancing Student Writing
Get PDFThis article explores the design and implementation of AI-driven feedback systems to enhance student writing through a cultural-historical perspective. Drawing on Vygotsky’s and Galperin’s theories, the study emphasises the role of feedback as a cultural tool that mediates learning and fosters cognitive development. The article introduces the Essay Assessment Technology (EAT), an AI-powered tool developed to support formative assessment in writing. EAT provides structured feedback on language, content, and organisation, guiding students through iterative drafting processes. The study presents findings from three writing processes conducted in Norwegian secondary schools, comparing outcomes between classes using EAT and those relying on peer feedback. Results indicate significant improvements in student writing quality, particularly in classes utilising EAT, with large effect sizes observed in later writing processes. The article outlines seven pedagogical design principles for AI-driven feedback systems, emphasising the importance of aligning feedback with learning objectives, fostering student autonomy, and integrating social interactions. These principles aim to transform feedback from a static assessment tool into a dynamic resource that supports self-regulation and deeper engagement with the writing process. The study highlights the potential of AI to enhance formative assessment but underscores the need for balanced integration with human interaction to address higher-order writing skills and ethical concerns. By grounding AI feedback in cultural-historical theory, a framework is offered to develop technologies that not only improve writing proficiency but also prepare students for lifelong learning in an AI-driven world.publishedVersio
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Development of Physical Actions
Get PDFIn this lecture, Galperin discusses the process of the development of physical actions, which are also referred to as motor skills.publishedVersio
Psychological Grounds of the Development of Ideal Actions and Concepts
Get PDFGalperin starts by reminding that the development of mental actions comprises two parts, orienting and executive, and both are transferred to the learner’s mental plane.publishedVersio
Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century
Get PDFDigitalisation provides valuable opportunities for learning; however, it imposes demands on teachers. Teachers are expected not only to be profound users of educational technologies but also to engage in the design of digital environments such as online courses, learning management systems, and mobile applications. This article argues that originated in cultural-historical traditions, Galperin’s pedagogical theory might offer an approach to outline the pedagogic design principles of digital environments to
empower teachers to develop their digital identity, enhance students’ learning and their development as learners. Two empirical snapshots are presented to exemplify the use of Galperin’s theory to design assignments and modules in digital learning environments. By engaging in learning and design of digital environments based on the suggested design principles, teachers and students may reposition themselves as active agents in knowledge practices to nurture teacher digital identity and enhance students’ capacity in learning to learn.publishedVersio
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