Despite a century's worth of research, arguments surrounding the question of whether far
transfer occurs have made little progress toward resolution. The authors argue the reason …

Traditional research on collaborative learning employs a “black box” approach that makes it
difficult to gain a deeper understanding of the differential effects of collaborative learning. To …

There is increasing consensus among psycho-educational scholars about argumentation as
a means to improve student knowledge and understanding of subject matter. In this article …

The theories of Vygotsky are central to any serious discussion of children's learning
processes. Vygotsky argues that children do not develop in isolation, rather learning takes …

One force pulls researchers toward individual applications and separate variations of certain
general, often vague ideas. The other force pulls researchers toward learning from each …

Background. A Vygotskian framework links cognitive change to collaborative interaction with
a more competent partner whereas a Piagetian perspective supports the view that cognitive …

This book is a collection about cultural-historical activity theory as it has been developed
and applied by Yrjö Engeström. The work of Engeström is both rooted in the legacy of …

Decades of research indicate that peer interaction, where individuals discuss or work on a
task collaboratively, may be beneficial for children's and adolescents' learning. Yet, we do …

In this article it is argued that peers have the potential to provide contexts for learning that
can have a profound impact on the development of students' academic enablers. Based on …

Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky,
Piaget, and Bandura have theorized that social interaction is a key mechanism in the …