The cognitive consequences of the disruption of school

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dc.contributor.authorMakoe, Patricia
dc.date.accessioned2014-05-22T08:40:14Z
dc.date.available2014-05-22T08:40:14Z
dc.date.issued2014-05-22
dc.description.abstractThis research report attempts to establish the cognitive consequences of the disruption of schooling. Specifically the report investigates Vygotsky and Luna’s claim that formal schooling necessarily produces scientific concepts in learners, by examining the performance of learners who had been subjected to disrupted schooling. On the basis of empirical research conducted, the report challenges Vygotsky and Luria's claim about the cognitive consequences of schooling.en_ZA
dc.identifier.urihttp://hdl.handle.net10539/14705
dc.language.isoenen_ZA
dc.subjectVygotsky
dc.subjectLuria
dc.subjectSchooling
dc.subjectscientific concepts
dc.subjectspontaneous concepts
dc.subjectgraphic-functional thought
dc.subjectschooling disruption
dc.titleThe cognitive consequences of the disruption of schoolen_ZA
dc.typeThesisen_ZA
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