Contextualizing Action for the Abstraction of Scientific Knowledge

Yılmaz Sağlam

doi:10.12973/eurasia.2015.1426a

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Yılmaz Sağlam ¹ ^*

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¹ Gaziantep University, TURKEY^* Corresponding Author

Abstract

Background:
In this paper, abstraction is associated with an activity in the sense of activity theory by Vygotsky. To him, participation in social activities is a fundamental act for the child in order to achieve higher mental functions. The present paper aimed to experimentally investigate the abstraction process and illustrate how meaning emerges on social plane from the perspective of theory of abstraction.

Materials and methods:
The analysis is from a science classroom activity.The activity was videotaped, transcribed, and later translated into English.

Results:
The results indicated that in the course of the activity, four nested contexts emerged. And, the contexts were created through the interaction amongst the teacher, students and the cultural tools.

Conclusions:
In a contextualizing action, therefore, five central elements play important role, scene, agent, purpose, act and agency.

Keywords

abstraction
contextualizing action
social plane
and emergence of meaning

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 11, Issue 6, 2015, 1621-1632

https://doi.org/10.12973/eurasia.2015.1426a

Publication date: 25 Aug 2015

Article Views: 2066

Article Downloads: 1140

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How to cite this article

APA

Sağlam, Y. (2015). Contextualizing Action for the Abstraction of Scientific Knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1621-1632. https://doi.org/10.12973/eurasia.2015.1426a

Vancouver

Sağlam Y. Contextualizing Action for the Abstraction of Scientific Knowledge. EURASIA J Math Sci Tech Ed. 2015;11(6):1621-32. https://doi.org/10.12973/eurasia.2015.1426a

AMA

Sağlam Y. Contextualizing Action for the Abstraction of Scientific Knowledge. EURASIA J Math Sci Tech Ed. 2015;11(6), 1621-1632. https://doi.org/10.12973/eurasia.2015.1426a

Chicago

Sağlam, Yılmaz. "Contextualizing Action for the Abstraction of Scientific Knowledge". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 6 (2015): 1621-1632. https://doi.org/10.12973/eurasia.2015.1426a

Harvard

Sağlam, Y. (2015). Contextualizing Action for the Abstraction of Scientific Knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), pp. 1621-1632. https://doi.org/10.12973/eurasia.2015.1426a

MLA

Sağlam, Yılmaz "Contextualizing Action for the Abstraction of Scientific Knowledge". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 6, 2015, pp. 1621-1632. https://doi.org/10.12973/eurasia.2015.1426a