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Lave & Wenger, 1991) and activity theory (Leont'ev, 1978; Vygotsky, 1978) provided conceptual and analytical guidance in designing the ESL Pathways curriculum.
Activity theory is among the socio-cognitive concepts emerging from the work of Vygotsky and his colleagues' work on mental processes and language development (Werstch, 1985).
His praxeological framework, in turn, is nicely exemplified by some of the most important theoretical developments in this field since the 1950s, such as social control theory, low self-control theory and routine activity theory.
Activity theory (Engestrom, 1995, 2001) acts as a reminder that it is vital for career guidance practitioners to enable clients to gain access to new and different communities of practice to facilitate participation, in order to promote equality and social justice.
Routine Activity Theory was developed by criminologists Lawrence Cohen and Marcus Felson and states that in order for a crime to occur three things must come together at the same time and place: a likely offender, a suitable target, and the absence of a capable guardian to prevent the crime.
In 1999, Grossman and colleagues adapted the tenets of activity theory to the field of general education, asserting that how preservice teachers interacted with their teacher preparation context would in turn influence their learning.
The influence of activity theory and constructivism on the virtual classroom was described by Scarnati and Garcia (2007, p.
Vygotsky's neglected legacy: Cultural-historical activity theory.
Although Kaptelinin and Nardi are interested primarily in human-computer interface, activity theory came out of Russian psychology and may be applied to many areas.
Keywords: requirement analysis, email, interface design, context, activity theory
Activity Theory is used as a framework to examine and explain computer-mediated interactions among students during group work.
Developed over 50 years ago, the routine activity theory has remained at the forefront of crime analysis and prevention efforts.
However, there are still no methods for integrating context analysis based on Activity Theory and traditional requirement specifications techniques.
The ontology used in this research is based on the structure provided by Activity Theory where technology plays the role of mediator in the context of student actions.
Among others, the activity theory of Maddox (Aiken, 1995:278; Knott, 1998:38) proposed that people need to maintain productivity and social interaction to adjust well to retirement.
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