Knowledge and Interaction (eBook, PDF)

A Synthetic Agenda for the Learning Sciences
Redaktion: Disessa, Andrea A.; Brown, Nathaniel J. S.; Levin, Mariana

• Format: PDF

Produktbeschreibung

Knowledge and Interaction 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.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 614
• Erscheinungstermin: 7. Dezember 2015
• Englisch
• ISBN-13: 9781317632955
• Artikelnr.: 44472727

Autorenporträt

Andrea A. diSessa is Corey Professor of Education Emeritus and Professor of the Graduate School at the University of California, Berkeley, USA. He is a member of the National Academy of Education and a Fellow of the American Educational Research Association. Mariana Levin is Assistant Professor of Mathematics Education in the Department of Mathematics at Western Michigan University. Nathaniel J. S. Brown is Associate Research Professor of Educational Research, Measurement, and Evaluation at the Lynch School of Education, Boston College, USA.

Inhaltsangabe

Preface

Acknowledgements

List of Contributors

Introduction

Part 1: Foundations





Chapter 1: Competence Reconceived: The Shared Enterprise of Knowledge Analysis and Interaction Analysis



Nathaniel J. S. Brown, Joshua A. Danish, Mariana Levin, Andrea A. diSessa



Chapter 2: Knowledge Analysis: An Introduction



Andrea A. diSessa, Bruce L. Sherin, Mariana Levin



Chapter 3

Interaction Analysis Approaches to Knowledge in Use



Rogers Hall, Reed Stevens



Part 2: Synthetic Analyses

Chapter 4: Ecologies of Knowing: Lessons From the Highly Tailored Practice of Hobbies



Flávio S. Azevedo, Victor R. Lee



Chapter 5: A Microlatitudinal/Microlongitudinal Analysis of Speech, Gesture, and Representation Use in a Student's Repeated Scientific Explanations of Phase Change



David DeLiema, Victor R. Lee, Joshua A. Danish, Noel Enyedy, Nathaniel J. S. Brown



Chapter 6: Working Towards an Integrated Analysis of Knowledge in Interaction



Joshua A. Danish, Noel Enyedy, Orit Parnafes



Commentary: When Will Science Surpass Our Intuitive Capacities as Expert Practitioners?



Andrea A. diSessa



Chapter 7: "Seeing" as Complex, Coordinated Performance: A Coordination Class Theory Lens on Disciplined Perception



Mariana Levin, Andrea A. diSessa



Chapter 8: Working Out: Mathematics Learning as Motor Problem Solving in Instrumented Fields of Promoted Action



Dor Abrahamson, Dragan Trninic



Chapter 9: Gestures, Speech, and Manipulation of Objects as a Window and Interface to Individual Cognition



Shulamit Kapon



Commentary: "IA Lite": Capturing Some of the Explanatory Power of Interaction Analysis Without Committing to Its Ontology



Andrew Elby



Chapter 10: Bridging Knowledge Analysis and Interaction Analysis Through Understanding the Dynamics of Knowledge in Use



Ayush Gupta, Andrew Elby, Vashti Sawtelle



Chapter 11: Ensemble Learning and Knowing: Developing a Walking Scale Geometry Dilation Strategy



Jasmine Y. Ma



Commentary: From the Individual to the Ensemble and Back Again



Luke D. Conlin, David Hammer



Chapter 12: Parents as Skilled Knowledge Practitioners



Jessica F. Umphress



Chapter 13: Knowledge and Interaction in Clinical Interviewing: Revoicing



Andrea A. diSessa, James G. Greeno, Sarah Michaels, Catherine O'Connor



Chapter 14: The Intersection of Knowledge and Interaction: Challenges of Clinical Interviewing



Rosemary S. Russ, Bruce L. Sherin, Victor R. Lee



Chapter 15: Feedback-Relevant Places: Interpreting Shifts in Explanatory Narratives



Nathaniel J. S. Brown



Part 3: Theoretical, Methodological, and Meta-Scientific Issues





Chapter 16: Computational Analysis and the Importance of Interactional Detail



Bruce L. Sherin



Commentary: The Need for the Participant's Perspective in a KAIA Joint Enterprise



Noel Enyedy, Joshua A. Danish



Chapter 17: Navigating Turbulent Waters: Objectivity, Interpretation, and Experience in the Analysis of Interaction



Ricardo Nemirovsky, Molly L. Kelton



Chapter 18: Three Meta-Scientific Micro-Essays



Andrea A. diSessa



Chapter 19: Towards a Generous* Discussion of Interplay Between Natural Descriptive and Hidden Machinery Approaches in Knowledge and Interaction Analysis



Rogers Hall, Ricardo Nemirovsky, Jasmine Y. Ma, Molly L. Kelton



Commentary: "Openness" as a Shared Research Aesthetic Between Knowledge Analysis and Interaction Analysis



Mariana Levin



Commentary: How Science is Done



Andrea A. diSessa



Part 4: Reflections and Prospects

Chapter 20: Another Candidate for Relating Knowledge Analysis and Interaction Analysis: Mitchell's Integrative Pluralism



James G. Greeno



Chapter 21: That Old Problem of Intersubjectivity



Timothy Koschmann



Chapter 22: Reflections: The KAIA Project and Prospects



Andrea A. diSessa, Mariana Levin, Nathaniel J. S. Brown



Index

Rezensionen

"This volume brings together Knowledge Analysis and Interaction Analysis, two traditions that are important to the past, present, and future of the learning sciences. While some argue that these traditions are on opposite sides of the cognitive-situative divide, they are brought together here in ways that seek common ground and move the field forward rather than focusing on the differences. The dialogue created here will make this book a new classic for the learning sciences."
--Cindy Hmelo-Silver, Barbara B. Jacobs Chair in Education and Technology, Professor of Learning Sciences, and Director of the Center for Research on Learning and Technology at Indiana University, USA

"This timely volume offers a refined, subtle, and deeply engaged conversation among leading scholars who represent two important perspectives on how people learn: the dynamics of how knowledge grows and how social, embodied, situated learners interact to grow it. From mutual accountability to overlapping perspectives, the contributors provide the foundation for a next generation of detailed studies of how human competence evolves."

--Jeremy Roschelle, Director, Center for Technology in Learning, SRI Education, USA

"This book builds a productive dialogue among a group of prominent researchers from two traditions, Knowledge Analysis and Interaction Analysis. Each tradition seeks, in different ways, to understand and explain learning, and the authors enrich the research with ample documentation to provoke reflection on the complexities of the two traditions. By documenting their own struggles, this volume will help to foster mutual understanding and respect between sometimes hostile research traditions, and point to some tantalising new insights into research questions and methodologies."

--Professor Dame Celia Hoyles DBE, Professor of Mathematics Education, London Knowledge Lab, University College London, UK