This 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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/14705 |
| Date | 22 May 2014 |
| Creators | Makoe, Patricia |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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