Contextualizing action for the abstraction of scientific knowledge

Abstract

In this paper, abstraction is associated with an activity in the sense of activity theory by Vygotsky. To him, participation in social activities is a fundamental act for the child in order to achieve higher mental functions. The present paper aimed to experimentally investigate the abstraction process and illustrate how meaning emerges on social plane from the perspective of theory of abstraction. The analysis is from a science classroom activity. The activity was videotaped, transcribed, and later translated into English. The results indicated that in a contextualizing action five central elements (Scene, Agent, Purpose, Act and Agency) played important role.