2 WAYS TO ELABORATE VYGOTSKYS CONCEPT OF MEDIATION - IMPLICATIONS FORINSTRUCTION

L. S. Vygotsky's (1978, 1981, 1983, 1934/1988) writings suggest 2 majo r types of mediation as the main mechanism of children's learning and development. Metacognitive mediation refers to the acquisition of semi otic tools of self-regulation. Cognitive mediation refers to the acqui sition of scientific concepts representing the essence of some class o f phenomena. Some approaches taken by American researchers, characteri zed as guided discovery in a community of learners, are relevant to L. S. Vygotsky's concept of metacognitive mediation but are in sharp con trast to his concept of cognitive mediation. The ''theoretical learnin g'' approach taken by Russian followers of L. S. Vygotsky incorporates his concept of cognitive mediation but fails to emphasize adequately the concept of metacognitive mediation. Analysis of these approaches s hows that it is advisable to develop an instructional procedure that i ncorporates both of L. S. Vygotsky's types of mediation.