Understanding and Designing Concept Learning through Expansive Learning Theory

Objectives This study aims to integrate Vygotsky's theory of concept acquisition with Engeström's expansive learning theory to propose effective strategies for designing concept learning processes in educational contexts. Methods Using a literature analysis method, this study explored Vygotsky's concepts of double stimulation, the zone of proximal development (ZPD), and internalization. Additionally, Engeström's expansive learning cycle was applied to individual learning activities to deeply analyze the process through which learners experience and resolve cognitive conflicts and contradictions. Results The study confirmed that expansive learning theory can be effectively applied to the concept learning process. Learners experienced cognitive development as they recognized contradictions between prior knowledge and new information and resolved them. Through this process, step-by-step learning strategies were derived, including problem identification, contradiction analysis, new concept design and experimentation, concept internalization, and knowledge integration. Conclusions The integration of expansive learning theory and concept learning theory effectively promotes cognitive development through learners' self-directed learning and social interactions. This study provides a new perspective on instructional design and proposes the feasibility of implementing learner-centered education.