Transformation of Knowledge through Classroom Interaction

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

• Gebundenes Buch

Produktbeschreibung

Transformation of Knowledge through Classroom Interaction examines and evaluates different ways which have been used to support students learning in classrooms.

Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 334
• Erscheinungstermin: 15. April 2009
• Englisch
• Abmessung: 234mm x 156mm x 19mm
• Gewicht: 644g
• ISBN-13: 9780415492249
• ISBN-10: 0415492246
• Artikelnr.: 40185951

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 interactions 1. The nested epistemic actions model of abstraction in context Baruch Schwarz
Hebrew University of Jerusalem
Israel
Tommy Dreyfus
Tel Aviv University
Israel and Rina Hershkowitz
Weizmann Institute of Science
Rehovot
Israel 2. Construction of physics knowledge in the classroom from different perspectives: the classroom as a community and the students as individuals
Andrée Tiberghien
CNRS Université de Lyon
France and Layal Malkoun 3. Technology based algebra learning: epistemological discontinuities and curricular implications Michal Yerushalmy
University of Haifa
Israel 4. Toward trialogical approach to learning
Kai Hakkarainen
University of Joensuu
Finland and Sami Paavola
University of Helsinki
Finland 5. Commentary on the chapters on the construction of knowledge
Ivy Kidron
Jerusalem College of Technology and John Monaghan
University of Leeds
UK Part 2: The role of the teacher in the transformation of knowledge in classroom interactions 6. Expert Support for Group Work in Elementary Science: The Role of Consensus
Christine Howe
University of Cambridge
UK 7. Guidance in Construction of Knowledge in the Classroom: the troika of talk
tasks and tools
Sarah Michaels
Clark University
USA
M.C. O'Connor
Boston University
USA
Richard Sohmer
The Investigators Club
USA and Lauren Resnick
University of Pittsburgh
USA 8. Implementing technology-facilitated collaboration and awareness in the classroom - roles for teachers
educational researchers and technology experts
Ulrich Hoppe
University of Duisburg-Essen
Germany
Reuma De-Groot
Hebrew University of Jerusalem
Israel and Rakheli Hever
The Hebrew Univesity Jerusalem Part 3: The role of argumentation and dialogue in the transformation of knowledge 9. Intersubjective and intrasubjective rationalities in pedagogical debates: realising what one thinks
Michael Baker
CNRS & Université Paris X
France 10. Transformation of robust misconceptions through peer argumentation Christa S. C. Asterhan and Baruch B. Schwarz
The Hebrew University of Jerusalem
Israel 11. Commentary on the chapters by Baker
and Asterhan and Schwarz through the lenses of commognition
Anna Sfard
University of Haifa
Israel 12. A dialogue on dialogue and its place within education
Rupert Wegerif
Exeter University
UK
Jerry Andriessen
University of Utrecht
Paolo Boero
University of Genova
Italy and Ellice Forman
Universty of Pittsburgh
USA Part 4: Methodologies for studying transformation of knowledge in classroom interaction 13. A methodological framework and empirisal techniques for studying the travel of ideas in classroom communities
Geoffrey B. Saxe
Meghan Shaughnessy
Darrell Earnest
Sarah Cremer
Linda Platas and Adena Young
University of California
Berkeley
USA 14. A Design Research Perspective on the Identities that Students are Developing in Mathematics Classrooms
Paul Cobb
Vanderbilt University
Nashville
TN
USA
Melissa Gresalfi
University of Indiana
USA and Lynn Liao Hodge
University of Tennessee
USA 15. Methodological Considerations in the Study of Intersubjectivity Among Participants of a Dialogic Mathematics Classroom
Mitchell J. Nathan
University of Wisconsin-Madison
USA
Billie Eilam
University of Haifa
Israel and Suyeon Kim
University of Wisconsin-Madison
USA 16. Comparing and contrasting methodologies: a commentary
Angelika Bikner-Ahsbahs
University of Bremen
Germany and Gaye Williams
Deakin University
Australia Part 5: General reflections on transformations of knowledge in classroom interactions 17. Contour lines between a model as a theoretical framework and the same model as methodological tool
Rina Hershkowitz
Wiezmann Institute of Science
Rehovot
Israel 18. Learning in schools: a dialectical materialistic
cultural-historical activity theoretic perspective
Wolff-Michael Roth
University of Victoria 19. Sociogenesis and cognition: the struggle between social and cognitive activities
Sten Ludvigsen
University of Oslo.