Theories: V

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• Van Fraassen pragmatic theory of explanation as a theory of why-questions - The article presents Van Fraassen's (VF) pragmatic theory of explanation as "essentally a theory of why-questons".
• Variation theory: contrast, generalization, and fusion as necessary conditions for discerning aspects of an object of learning - Variation theory holds that learning occurs when a learner discerns aspects of an object of learning previously unnoticed, and that discernment requires variation against invariance.
• Varieties of Testimonial Injustice (Wanderer and Hookway) - A taxonomy the article compiles in its Table 1.
• Varonis and Gass four-phase model of negotiation of meaning routines - The chapter adopts the Varonis and Gass (1985) four-phase model of negotiation routines as its analytical framework: "The first attempt at modeling negotiation routines was made by Varonis and Gass (1
• Vector hypothesis: each higher taxonomy level integrates only a subset of the elements of lower-level behaviors - The authors propose that Knowledge's Type A behaviors be viewed as a vector of unique elements, with each higher level integrating only a subset of those elements rather than the whole vector.
• Vico's principle that we can rationally know only what we ourselves have made as an early formulation of constructivism - The book identifies Giambattista Vico's 1710 treatise on epistemology as, as far as the author knows, a first explicit formulation of constructivism.
• Video modeling pedagogy: progressively triangulating understanding by building dynamic particle models on video clips - Video modeling pedagogy (attributed to Brown, 2007-2010) has students create simple dynamic particle models on a video clip, which the authors argue makes learning connected to real life and powerful
• Vygotskian social-constructivist framework: mediated learning within the zone of proximal development guides preschool mathematical learning - The article adopts Vygotsky's social-constructivist theory, in which "learning is more likely to occur if adults or older children mediate young children's learning experiences." Learning happens in t
• Vygotsky's account of mediated activity: three classes of mediators and the Zone of Proximal Development - Vygotsky's approach treats higher mental processes as functions of mediated activity; the article states "He suggested three major classes of mediators: material tools, 'psychological tools,' andother
• Vygotsky's distinction between lower and higher mental functions - The article enumerates Vygotsky's first central concept as a distinction between two kinds of cognitive processes.
• Vygotsky's genetic method: studying higher psychological functions across four time scales - The genetic (developmental) method is Vygotsky's historically based methodology for explaining adult higher psychological functions by tracing their formation backwards in time rather than studying th
• Vygotsky's social constructivism: psychological phenomena emerge from social interaction - The article identifies Vygotsky as the pioneer of social constructivism, whose social learning theory holds that "psychological phenomena emerge from social interaction." Mental elements are social ar
• Vygotsky's sociocultural theory: development is historically situated, culturally determined, and proceeds through internalization of social interaction - The article presents Vygotsky's core theoretical position: unlike Piaget's focus on biological and structural development, Vygotsky "stressed the contribution of culture, social interaction and the hi
• Värdegrunden: the läroplan as consensual steering document of constitutive democratic values - The Swedish läroplan is "a consensually constructed document and a symbol of broad political agreement" and a steering document identifying the steering values in education.