Transformation of Knowledge through Classroom Interaction

Herausgeber: Dreyfus, Tommy; Schwarz, Baruch; Hershkowitz, Rina

• Broschiertes Buch

Produktbeschreibung

Classrooms provide extremely varied settings in which learning may take place, including teacher-led conversations, small group unguided discussions, individual problem solving or computer supported collaborative learning (CSCL). Transformation of Knowledge through Classroom Interaction examines and evaluates different ways which have been used to support students learning in classrooms, using mathematics and science as a model to examine how different types of interactions contribute to students' participation in classroom activity, and their understanding of concepts and their practical applications. The contributions in this book offer rich descriptions and ways of understanding how learning occurs in both traditional and non-traditional settings. Combining theoretical perspectives with practical applications, the book includes discussions of: the roles of dialogue and argumentation in constructing knowledge the role of guidance in constructing knowledge abstracting processes in mathematics and science classrooms the effect of environment, media and technology on learning processes methodologies for tracing transformation of knowledge in classroom interaction. Bringing together a broad range of contributions from leading international researchers, this book makes an important contribution to the field of classroom learning, and will appeal to all those engaged in academic research in education.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 336
• Erscheinungstermin: 9. April 2009
• Englisch
• Abmessung: 234mm x 156mm x 18mm
• Gewicht: 512g
• ISBN-13: 9780415492256
• ISBN-10: 0415492254
• Artikelnr.: 25691204

Autorenporträt

Baruch Schwarz is Associate Professor of Education, School of Education, The Hebrew University of Jerusalem, Israel. Tommy Dreyfus is Professor of Science Education, Tel Aviv University, Israel. Rina Hershkowitz is Head Researcher, Department of Science Teaching, Weizmann Institute of Science, Israel.

Inhaltsangabe

Introduction Part 1: Construction of knowledge in classroom interaction
1.1: The nested epistemic actions model for abstraction in context 1.2: The
construction of physics knowledge in the classroom from different
perspectives: the classroom as a community and the students as individuals
1.3: Technology-based algebra learning: epistemological discontinuities and
curricular implications 1.4: Toward a trialogical approach to learning 1.5:
Commentary on the chapters on the construction of knowledge Part 2: The
role of the teacher in the transformation of knowledge in classroom
interaction 2.1: Expert support for group work in elementary science: the
role of consensus 2.2: Guidance in construction of knowledge: the troika of
talk, tasks, and tools 2.3: Implementing technology-facilitated
collaboration and awareness in the classroom - roles for teachers,
educational researchers and technology experts Part 3: The role of
argumentation and dialogue in transformation of knowledge 3.1:
intersubjective and intrasubjective rationalities in pedagogical debates:
realising what one thinks 3.2: Transformation of robust misconceptions
through peer argumentation 3.3: Commentary of the chapters by Baker and
Asterhan & Schwarz through the lenses of commognition 3.4: A dialogue on
dialogue and its place within education Part 4: Methodologies for studying
transformation of knowledge in classroom interaction 4.1: A methodological
framework and empirical techniques for studying the travel of ideas in
classroom communities 4.2: A design research perspective on the identities
that students are developing in mathematics classrooms 4.3: Methodological
considerations for the study of intersubjectivitity among participants of a
dialogic mathematics classroom 4.4: Comparing and Contrasting
Methodologies: a commentary Part 5: General reflections on transformation
of knowledge in classroom interaction 5.1: Contour lines between a model as
a theoretical framework and the same model as methodological tool 5.2:
Learning in schools: a dialectical materialistic, cultural-istorical
activity theoretic perspective 5.3: Sociogenesis and cognition: the
struggle between social and cognitive activities