{"title":"维果茨基的发展教学法被重新语境化为赫泽高的双重行动:南非一所弱势学校一二年级的科学教学","authors":"J. Hardman, Natasha Teschmacher","doi":"10.1007/978-981-13-6826-4_9","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":242442,"journal":{"name":"Cultural-Historical Approaches to Studying Learning and Development","volume":"16 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Vygotsky’s Developmental Pedagogy Recontextualised as Hedegaard’s Double-Move: Science Teaching in Grades 1 and 2 in a Disadvantaged School in South Africa\",\"authors\":\"J. Hardman, Natasha Teschmacher\",\"doi\":\"10.1007/978-981-13-6826-4_9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":242442,\"journal\":{\"name\":\"Cultural-Historical Approaches to Studying Learning and Development\",\"volume\":\"16 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cultural-Historical Approaches to Studying Learning and Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/978-981-13-6826-4_9\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cultural-Historical Approaches to Studying Learning and Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/978-981-13-6826-4_9","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Vygotsky’s Developmental Pedagogy Recontextualised as Hedegaard’s Double-Move: Science Teaching in Grades 1 and 2 in a Disadvantaged School in South Africa