| 000 | 03550nam-a2200709-- 4500 | ||
|---|---|---|---|
| 001 | 194792 | ||
| 010 | _a9780521437301 | ||
| 090 | _a194792 | ||
| 100 | _a20220629d1999 m y0pory5003 ba | ||
| 101 | 0 | _aeng | |
| 102 |
_aGB _bCambridge |
||
| 200 | 1 |
_aPerspectives on activity theory _feds Yrjo Egestrom _gReijo Miettinen _gRaija-Leena Punamaki |
|
| 210 |
_aCambridge _cCambridge University Press _d1999 |
||
| 215 | _a462 p. | ||
| 225 | 2 |
_aLearning in doing _esocial _xcognitive _xand computational perspectives |
|
| 464 | 1 |
_tActivity theory and individual and social transformation _0194793 |
|
| 464 | 1 |
_tThe content and unsolved problems of activity theory _0194794 |
|
| 464 | 1 |
_tKnowledge as shared procedures _0194795 |
|
| 464 | 1 |
_tActivity in a new era _0194796 |
|
| 464 | 1 |
_tSociety versus context in individual development : does theoory make a difference? _0194797 |
|
| 464 | 1 |
_tCultural psychology : some general principles and a concrete example _0194798 |
|
| 464 | 1 |
_tLaws, logics, and human activity _0194799 |
|
| 464 | 1 |
_tCollapse, creation, and continuity in Europe : how do people change? _0194800 |
|
| 464 | 1 |
_tActivity theory and the concept of integrative levels _0194801 |
|
| 464 | 1 |
_tThe relevance to psychology of Antonio Gramsci's ideas on activity and common sense _0194802 |
|
| 464 | 1 |
_tThe expanded dialogic sphere : writing activity and authoring of self in Japanese classrooms _0194803 |
|
| 464 | 1 |
_tImprovement of schoolchildren's reading and writing ability through the formation of lçinguistic awareness _0194804 |
|
| 464 | 1 |
_tPlay and motivation _0194805 |
|
| 464 | 1 |
_tDrama games with 6-year-old children : possilities and limitations _0194806 |
|
| 464 | 1 |
_tActivity formation as an alternative strategy of instruction _0194807 |
|
| 464 | 1 |
_tActivity theory and history teaching _0194808 |
|
| 464 | 1 |
_tDidactic models and the problem of intetextuality and polyphony _0194809 |
|
| 464 | 1 |
_tMetaphor and learniing activity _0194810 |
|
| 464 | 1 |
_tTransceding traditional achool learning : teachers' work and networks of learning _0194811 |
|
| 464 | 1 |
_tThe theory of activity changed by information technology _0194812 |
|
| 464 | 1 |
_tActivity theory, transformation of work, and information systems design _0194813 |
|
| 464 | 1 |
_tInovative learning in work teams : analysisng cycles of knowledge creation in practice _0194814 |
|
| 464 | 1 |
_tObject relations and activity theory : a proposed link by way of the the procesural sequence model _0194815 |
|
| 464 | 1 |
_tThe concept of sign in the work of Vygotsky, Winnicott , and Bakhtin : further integration of object relations theory and activity theory _0194816 |
|
| 464 | 1 |
_tFrom addiction to self-governance _0194817 |
|
| 464 | 1 |
_tPsychomotor and socioemotional processes in literacy acquisition : results of an ongoing case study involving a nonvocal cerebral palsic young man _0194818 |
|
| 606 | 1 | _aPsicologia Educacional | |
| 606 | 1 | _aTeoria de Atividade | |
| 606 | 1 | _aIntenção | |
| 606 | 1 | _aAprendizagem | |
| 606 | 1 | _aPsicologia Cultural | |
| 606 | 1 | _aLinguagem | |
| 606 | 1 | _aTerapia | |
| 606 | 1 | _aEnsino | |
| 606 | 1 | _aActivity Theory | |
| 606 | 1 | _aIntention | |
| 606 | 1 | _aLearning | |
| 606 | 1 | _aCultural Psychology | |
| 606 | 1 | _aLanguage | |
| 606 | 1 | _aTherapy | |
| 606 | 1 | _aTeaching | |
| 686 | _a3500 - Psicologia Educacional | ||
| 702 | 1 |
_aEngestrom _bYrjo _ced. |
|
| 702 | 1 |
_aMiettinem _bReijo _ced. |
|
| 702 | 1 |
_aPunamaki _bRaija-Leena _ced. |
|
| 856 | 4 | _uhttps://catalogo.ispa.pt/opac/biblioteca/localizacao_doc/e2.htm | |