The epistemology bases of conception-made process in L. S. Vygotski's theories

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F09%3A00005773" target="_blank" >RIV/44555601:13430/09:00005773 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The epistemology bases of conception-made process in L. S. Vygotski's theories

Popis výsledku v původním jazyce

The article deals with children?s ways of forming scientific terms especially in terms of focused school curricula, doing so according to L S Vygotsky´s approach. The development of scientific terms in its base as well as essential features reflects theprogress of development in understanding other common terms. The two groups of terms differ in the way of being consolidated and also in their functioning, although the development of spontaneous and science terms are two co-existing processes, mutuallyinfluential. A child in their spontaneous terms reaches the terms realization rather late, they also develop an ability to express a term verbally and use it intentionally, they manage to find deeper and more complicated logical relations between and among terms later, too. There is a certain need to offer scientific terms with their background based in the level of the maturity of spontaneous terms which cannot be overlooked if we speak of forming scientific terms.

Název v anglickém jazyce

The epistemology bases of conception-made process in L. S. Vygotski's theories

Popis výsledku anglicky

The article deals with children?s ways of forming scientific terms especially in terms of focused school curricula, doing so according to L S Vygotsky´s approach. The development of scientific terms in its base as well as essential features reflects theprogress of development in understanding other common terms. The two groups of terms differ in the way of being consolidated and also in their functioning, although the development of spontaneous and science terms are two co-existing processes, mutuallyinfluential. A child in their spontaneous terms reaches the terms realization rather late, they also develop an ability to express a term verbally and use it intentionally, they manage to find deeper and more complicated logical relations between and among terms later, too. There is a certain need to offer scientific terms with their background based in the level of the maturity of spontaneous terms which cannot be overlooked if we speak of forming scientific terms.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2009

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Usta ad Albim Bohemica

ISSN

1802-825X

e-ISSN

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Svazek periodika

9

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

12

Strana od-do

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Kód UT WoS článku

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EID výsledku v databázi Scopus

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