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One of the most radical changes occurring in our approach to learning and instruction concerns the agency of learning. Only recently an individual was perceived as a 'natural' agency of learning. Now this position becomes increasingly challenged on both theoretical and practical grounds. The concept of mediation plays the central role in this critical reappraisal. Two theories that have contributed most to the development of the mediational approach to learning is the Vygotskian sociocultural theory and Feuerstein's theory of Mediated Learning Experience (MLE). Both theories emphasized the importance of sociocultural forces in shaping the situation of a child's development and learning. Both pointed to the crucial role played by parents, teachers, peers and the community in defining the type of learning interaction occurring between children and their environments. Beyond their role as tools of theoretical critique, Vygotsky's and Feuerstein's systems have generated a number of applied programs offering new techniques for the enhancement of students' cognitive functions, development of metacognition and integration of cognitive elements into instructional practice.

26:T526,

An Experimental Astronomy Curriculum or Thinking Journey was developed on the basis of a combination of Constructivism and Mediated Learning Experience (MLE). The Thinking Journey was designed to serve as a vehicle for promoting a process of conceptual change in a wide range of students. Its theoretical background, curriculum and an experiment to test its effectiveness with a class of low functioning high school girls are documented here. The study included an experimental (E) and control (C) group, each of which comprised 16 9th grade students. E focused on the concept of Earth within the framework of the Thinking Journey, while C was exposed to the conventional approach to the study of Earth within the Earth Studies curriculum. The results indicated the relative effectiveness of the Thinking Journey in promoting a process of positive change in the students' conceptualization of Earth, improving their knowledge of astronomy, enhancing their general scientific knowledge and developing their cognitive functioning and problem solving abilities. These findings are discussed in terms of the usefulness of utilizing a scientific subject as part of an educational intervention designed to enhance the cognitive abilities of low functioning students.

27:T439,

This article discusses how Mediated Learning Experience (MLE) is incorporated into testing practices to define a relatively new addition to the assessment repertory called dynamic assessment. Dynamic assess