Approches et méthodologies d'inspiration vygotskiennes auprès de la Haute École spécialisée de la Suisse italienne
Bibliographic record
Abstract
This work aims at illustrating the topicality of Vygotsky’s thinking with regard to the application of two educational devices – Problem Based Learning (PBL) and Problem Solving Cooperative (PSC) – at one of the eight Swiss professional universities: the University of Applied Sciences and Arts of Southern Switzerland (www.supsi.ch). The distinctive feature of these approaches is that of placing the student at the heart of the learning process, so that s/he becomes the protagonist in the acquisition of the knowledge and skills necessary for the exercise of their future profession; we focus on social and health areas. These two didactic practices engender a fruitful comparison with Vygotsky’s theoretical elaboration, especially with certain key concepts of his conceptual and methodological framework: the relevance of the historical-cultural context for the subject’s growth, the zone of proximal development, the heuristic force of social interaction (in a community/group) allowing the learner to build new cognitive tools, the centrality of metacognition for learning. The main claim is that, although Vygotsky carried out his research and observations especially with regard to childhood, his contribution may very well extend to the condition of adult learning.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.018 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.009 | 0.006 |
| Science and technology studies | 0.003 | 0.006 |
| Scholarly communication | 0.013 | 0.008 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".