Brown, A. L., Metz, K. M. & Campione, J. C. (1996). Social interaction and individual understanding in a community of learners: The influence of Piaget and Vygotsky. In A. Tryphon & J. Vonèche (Eds.), Piaget Vygotsky: The social genesis of thought. (pp. 145-170). Mahwah, New Jersey: Lawrence Erlbaum.
Piaget and Vygotsky have more in common than is usually supposed.
What can children be reasonably expected to learn and understand?
Piaget argued that the development of logical thought is enhanced by the need to defend one's ideas to actual or imagined audiences.
Grade school child as a scientist or theorist concept:
+ children of this age are able to identify variables, determine cause, and refine theories
+ children's reasoning can be much more sophisticated in familiar situations and well developed knowledge
+ children's thinking often reflect a natural inductive logic
1. Reciprical teaching
3. Guided writing
1. classrooms invoke multiple zones of proximal development
2. a community of academic and scientific discourse is developed
3. meaning is negotiated and refined
4. ideas are seeded and appropriated; and
5. common knowledge and distributed expertise are both essential