Perspectivas vygotskianas en la educación: el valor cognitivo de la interacción entre iguales

• Autores: Elice A. Forman, Courtney B. Cazden
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Nº 27-28, 1984, págs. 139-157
• Idioma: español
• DOI: 10.1080/02103702.1984.10822048
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 14 Citas
• Resumen
  • español

    Vygotski señala el importante papel del grupo de iguales en el aprendizaje. Una forma de interacción en el aula es la de tutorías entre compañeros, otra es la colaboración entre iguales. Para Perret-Clermont esta interacción entre iguales aumenta el desarrollo del razonamiento a través de un proceso de reorganización cognitiva inducida por el conflicto sociocognitivo. Partiendo de esta idea se realiza un estudio longitudinal para analizar las estrategias de resolución de problemas de los sujetos trabajando en colaboración y las de aquellos que lo hacen individualmente. Las diferencias de rendimiento de los sujetos se explican en base a las ideas de Vygotski: su concepto de zona de desarrollo próximo, la función reguladora del lenguaje, y el aprendizaje como interiorización de proceso sociales interactivos

  • English

    Vygotsky underlines the important role of the peer group in learning. A form of classroom interaction is to set up tutorials between fellow students, another is peer collaboration. Perret-Clermont considers that this type of peer interaction increases the development of reasoning through a process of cognitive reorganization induced by a sociocognitive conflict. Based on this idea a longitudinal study is carried out to analyse differences between problem solving strategies used by students working in collaboration with others or on their own. Differences in performance are explained in terms of Vygotsky�s theoretical framework: the concept of Zone of Proximal Development, the regulating function of language, and learning as the interiorization of interactive social processes.

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