Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist Psychology

Autores
Garcia Palacios, Mariana Ines; Shabel, Paula Nurit; Horn, Axel César; Castorina, Jose Antonio
Año de publicación
2018
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Though context has yet to receive an unequivocal definition, it is a concept that frequently appears in research in children’s knowledge and its construction. This article examines the scope and meaning of context in genetic psychology and social anthropology in order to better understand the relationship between children’s construction of knowledge and the context in which it occurs. Meta-theoretical, theoretical and methodological complexities arise when the concept is analyzed in the two disciplines, and these will also be addressed herein. The fields of anthropology and constructive psychology are both affected by the relationship between the building of knowledge and the social practices surrounding this process. Finally, based on these empirical examinations, the article explores how research methodologies could incorporate the notion of context in research focused on the construction of knowledge.
Fil: Garcia Palacios, Mariana Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; Argentina
Fil: Shabel, Paula Nurit. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; Argentina
Fil: Horn, Axel César. Universidad de Buenos Aires; Argentina
Fil: Castorina, Jose Antonio. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Materia
ANTHROPOLOGY
CHILDREN’S KNOWLEDGE
CONSTRUCTIVIST PSYCHOLOGY
CONTEXT
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/98529
Acceder
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repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist PsychologyGarcia Palacios, Mariana InesShabel, Paula NuritHorn, Axel CésarCastorina, Jose AntonioANTHROPOLOGYCHILDREN’S KNOWLEDGECONSTRUCTIVIST PSYCHOLOGYCONTEXThttps://purl.org/becyt/ford/5.9https://purl.org/becyt/ford/5https://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5https://purl.org/becyt/ford/5.4https://purl.org/becyt/ford/5Though context has yet to receive an unequivocal definition, it is a concept that frequently appears in research in children’s knowledge and its construction. This article examines the scope and meaning of context in genetic psychology and social anthropology in order to better understand the relationship between children’s construction of knowledge and the context in which it occurs. Meta-theoretical, theoretical and methodological complexities arise when the concept is analyzed in the two disciplines, and these will also be addressed herein. The fields of anthropology and constructive psychology are both affected by the relationship between the building of knowledge and the social practices surrounding this process. Finally, based on these empirical examinations, the article explores how research methodologies could incorporate the notion of context in research focused on the construction of knowledge.Fil: Garcia Palacios, Mariana Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Shabel, Paula Nurit. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Horn, Axel César. Universidad de Buenos Aires; ArgentinaFil: Castorina, Jose Antonio. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaSpringer2018-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/98529Garcia Palacios, Mariana Ines; Shabel, Paula Nurit; Horn, Axel César; Castorina, Jose Antonio; Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist Psychology; Springer; Integrative Psychological and Behavioral Science; 52; 2; 6-2018; 191-2081932-4502CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://link.springer.com/article/10.1007/s12124-018-9414-1info:eu-repo/semantics/altIdentifier/doi/10.1007/s12124-018-9414-1info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:19:15Zoai:ri.conicet.gov.ar:11336/98529instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 10:19:15.569CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist Psychology
title Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist Psychology
spellingShingle Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist Psychology
Garcia Palacios, Mariana Ines
ANTHROPOLOGY
CHILDREN’S KNOWLEDGE
CONSTRUCTIVIST PSYCHOLOGY
CONTEXT
title_short Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist Psychology
title_full Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist Psychology
title_fullStr Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist Psychology
title_full_unstemmed Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist Psychology
title_sort Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist Psychology
dc.creator.none.fl_str_mv Garcia Palacios, Mariana Ines
Shabel, Paula Nurit
Horn, Axel César
Castorina, Jose Antonio
author Garcia Palacios, Mariana Ines
author_facet Garcia Palacios, Mariana Ines
Shabel, Paula Nurit
Horn, Axel César
Castorina, Jose Antonio
author_role author
author2 Shabel, Paula Nurit
Horn, Axel César
Castorina, Jose Antonio
author2_role author
author
author
dc.subject.none.fl_str_mv ANTHROPOLOGY
CHILDREN’S KNOWLEDGE
CONSTRUCTIVIST PSYCHOLOGY
CONTEXT
topic ANTHROPOLOGY
CHILDREN’S KNOWLEDGE
CONSTRUCTIVIST PSYCHOLOGY
CONTEXT
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.9
https://purl.org/becyt/ford/5
https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
https://purl.org/becyt/ford/5.4
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Though context has yet to receive an unequivocal definition, it is a concept that frequently appears in research in children’s knowledge and its construction. This article examines the scope and meaning of context in genetic psychology and social anthropology in order to better understand the relationship between children’s construction of knowledge and the context in which it occurs. Meta-theoretical, theoretical and methodological complexities arise when the concept is analyzed in the two disciplines, and these will also be addressed herein. The fields of anthropology and constructive psychology are both affected by the relationship between the building of knowledge and the social practices surrounding this process. Finally, based on these empirical examinations, the article explores how research methodologies could incorporate the notion of context in research focused on the construction of knowledge.
Fil: Garcia Palacios, Mariana Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; Argentina
Fil: Shabel, Paula Nurit. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; Argentina
Fil: Horn, Axel César. Universidad de Buenos Aires; Argentina
Fil: Castorina, Jose Antonio. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
description Though context has yet to receive an unequivocal definition, it is a concept that frequently appears in research in children’s knowledge and its construction. This article examines the scope and meaning of context in genetic psychology and social anthropology in order to better understand the relationship between children’s construction of knowledge and the context in which it occurs. Meta-theoretical, theoretical and methodological complexities arise when the concept is analyzed in the two disciplines, and these will also be addressed herein. The fields of anthropology and constructive psychology are both affected by the relationship between the building of knowledge and the social practices surrounding this process. Finally, based on these empirical examinations, the article explores how research methodologies could incorporate the notion of context in research focused on the construction of knowledge.
publishDate 2018
dc.date.none.fl_str_mv 2018-06
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/98529
Garcia Palacios, Mariana Ines; Shabel, Paula Nurit; Horn, Axel César; Castorina, Jose Antonio; Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist Psychology; Springer; Integrative Psychological and Behavioral Science; 52; 2; 6-2018; 191-208
1932-4502
CONICET Digital
CONICET
url http://hdl.handle.net/11336/98529
identifier_str_mv Garcia Palacios, Mariana Ines; Shabel, Paula Nurit; Horn, Axel César; Castorina, Jose Antonio; Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist Psychology; Springer; Integrative Psychological and Behavioral Science; 52; 2; 6-2018; 191-208
1932-4502
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://link.springer.com/article/10.1007/s12124-018-9414-1
info:eu-repo/semantics/altIdentifier/doi/10.1007/s12124-018-9414-1
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.070432

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