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Knowing and Learning in Interaction

  • Kartonierter Einband
  • 544 Seiten
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Decades of research in the cognitive and learning sciences have led to a growing recognition of the incredibly multi-faceted natur... Weiterlesen
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Beschreibung

Zusammenfassung
Decades of research in the cognitive and learning sciences have led to a growing recognition of the incredibly multi-faceted nature of human knowing and learning. Up to now, this multifaceted nature has been visible mostly in distinct and often competing communities of researchers. From a purely scientific perspective, "siloed" sciencewhere different traditions refuse to speak with one another, or merely ignore one anotheris unacceptable. This ambitious volume attempts to kick-start a serious, new line of work that merges, or properly articulates, different traditions with their divergent historical, theoretical, and methodological commitments that, nonetheless, both focus on the highly detailed analysis of processes of knowing and learning as they unfold in interactional contexts in real time. Knowing and Learning in Interaction puts two traditions in dialogue with one another: Knowledge Analysis (KA), which draws on intellectual roots in developmental psychology and focuses on the nature and form of individual knowledge systems, and Interaction Analysis (IA), which has been prominent in approaches that seek to understand and explain learning as a sequence of real-time moves by individuals as they interact with interlocutors, learning environments, and the world around them. The volume's four-part organization opens up space for both substantive contributions on areas of conceptual and empirical work as well as opportunities for reflection, integration, and coordination.

Inhalt
Section I: Orientation Studying knowing and learning in interaction: Knowledge Analysis and Interaction Analysis Brown, N. J. S., Levin, M., & diSessa, A. Knowledge Analysis: An introduction diSessa, A., Sherin, B., & Levin, M. Interaction Analysis revisited: Old assumptions and new methods in studies of knowing, learning, and teaching Hall, R., & Stevens, R. Section II: Empirical and Theoretical Work Ecologies of knowing: Lessons from the highly tailored practice of hobbies Azevedo, F. & Lee, V. Feedback-relevant places during explanatory narratives Brown, N. J. S. Socializing coordination class theory Danish, J. Enyedy, N. & Parnafes, O. Perspectives on the clinical interview as an interactive genre diSessa, A., Michaels, S. & Greeno, J. Bridging Knowledge Analysis and Interaction Analysis through understanding the dynamics of knowledge-in-use Gupta, A., Elby, A., Stevens, R. & Sawtelle, V. Gestures, speech, and manipulation of objects as a window and interface to individual cognition Kapon, S. A coordination class theory lens on disciplined perception Levin, M. & diSessa, A. Examining typicality and variability of discourse in cognitive clinical interviews of student science knowledge Russ, R., Lee, V. & Sherin, B. Uncloaking epistemologies through Interaction Analysis Umphress, J. Section III: Dialogue On the interplay between natural descriptive and hidden machinery orientations to Knowledge and Interaction Analysis Hall, R., Nemirovsky, R, Ma, J. & Kelton, M. Commentary TBD Ensemble learning and knowing: Developing a walking scale geometry dilation strategy Ma, J. Commentary Hammer, D., & Conlin, L. Interaction Analysis and the study of the imaginary Nemirovsky, R. & Kelton, M. Commentary Brown, N. J. S. Computational analysis and the importance of interactional detail or "Does all that stuff really matter?" Sherin, B. Commentary TBD When and what is Protein? A micro-ethnographic case study of concept formation among a young child and his consociates at home and school Stevens, R. Commentary TBD Section IV: Synthesis, Conclusions, and Prospects Jim Greeno, Professor Emeritus of Education at Stanford University and Visiting Scholar at University of Pittsburgh will write the first of the chapters in the final section of the volume. Allan Collins, Professor Emeritus of Education and Social Policy at Northwestern University, will provide a second perspective on frontiers and future prospects for the agenda developed in this volume. He was the founding editor of the journal Cognitive Science and the first chair of the Cognitive Science Society.

Produktinformationen

Titel: Knowing and Learning in Interaction
Untertitel: Integrating Social and Cognitive Theories
Editor:
EAN: 9781138797154
ISBN: 978-1-138-79715-4
Format: Kartonierter Einband
Herausgeber: Taylor and Francis
Genre: Psychologie
Anzahl Seiten: 544
Gewicht: g
Größe: H229mm x B152mm
Jahr: 2023