Joachim Lompscher and His Activity Theory Approach Focusing on the Concept of Learning Activity and How It Influences Co
The concept of activity is a psychological construct that connects man and his development to culture and society. This concept was shaped substantially by Vygotsky, Leontiev, and Luria and developed further in the German-speaking countries by Lompscher i
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Joachim Lompscher and His Activity Theory Approach Focusing on the Concept of Learning Activity and How It Influences Contemporary Research in Germany Regina Bruder and Oliver Schmitt
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Introduction
The concept of activity is a psychological construct that connects man and his development to culture and society. This concept was shaped substantially by Vygotsky, Leontiev, and Luria and developed further in the German-speaking countries by Lompscher1 in particular. The activity theory, which follows this line of tradition, has often been assigned to social constructivist approaches (Giest and Lompscher 2006, p. 231; Woolfolk 2008, p. 421). Lompscher elaborated the concept of learning activity with regard to teaching practice and applied it to several Joachim Lompscher (1932–2005) is considered the “founder of educational psychology and of the psychology of learning activities in the GDR” (Rückriem and Giest 2006, p. 161, translated). Focal points of his academic work were the development of mental abilities, the training of learning activities, the cultural-historical school of Soviet psychology and the associated activity theory, and aspects of its development in the history of psychology. He studied psychology and education in Moscow and defended his doctoral thesis in Leningrad in 1958 on the subject “On the understanding of children of some spatial relationships” (translated). He subsequently worked at the Humboldt University of Berlin, moved to the German Central Institute of Psychology (DZPI) in 1962, and from 1966 was there in a leading position for practical teaching projects and issues in the mental development of children. He habilitated in Leipzig in 1970 and was subsequently appointed Professor of Educational Psychology at the Academy of Educational Sciences (APW) in Berlin. After German reunification in 1991, he worked at the Institute of Learning and Teaching Research at the University of Potsdam (For an obituary and bibliography, see Rückriem and Giest 2006).
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R. Bruder (&) O. Schmitt Fachbereich Mathematik, Technical University Darmstadt, Schlossgartenstr. 7, D-64289 Darmstadt, Hessen, Germany e-mail: [email protected] O. Schmitt e-mail: [email protected] © The Author(s) 2016 A. Bikner-Ahsbahs et al., Theories in and of Mathematics Education, ICME-13 Topical Surveys, DOI 10.1007/978-3-319-42589-4_3
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subjects. The core objective of teaching is the training of learning activity, which is aimed at acquiring social knowledge and competence and requires specific means under specially arranged conditions. The concepts of learning tasks and orientation bases of learning actions are closely linked to the concept of learning activity. These conceptual bases are briefly presented in Chap. 2, whilst Chap. 3 refers to current applications of the activity theory in German-speaking research on teaching methodologies. Contemporary activity theory became an interdisciplinary discourse mainly through th
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