Abstract
The objectives of this article are to: (a) synthesize the key aspects of Vygotsky's sociocultural theory of learning; and (b) interpret classroom vignettes and child interviews from a first-grade science activity in light of Vygotsky's theory. The key aspects of Vygotsky's sociocultural theory explored in terms of the teaching–learning process are: the social interactional nature of learning; the role of psychological and technical tools, the role of social interactions in mediating children's thought; and the interplay between everyday and scientific concepts. © 1999 John Wiley & Sons, Inc. Sci Ed83:621–638, 1999.
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