Koschmann Theories of Learning and Studies of Instructional Practice

1. Auflage 2011
ISBN: 978-1-4419-7582-9
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 483 Seiten

This is a book about an attempt to change the way math was taught in a particular classroom. Its title plays on our everyday usage of the terms theory and practice. In education, these terms are conventionally treated oppositionally-we have theories about what we should do and we have what teachers actually do do. In this way, theory stands prior, logically and chronologically, to practice; practice inevitably becoming theory's imperfect realization. We seek in this volume, however, to develop a different stance with regard to the relationship between the two. Taking the details of instructional practice as our principle object of study, we explore what role theories of learning might play in illuminating such practices. The book is about actual practices by which teaching is done and how contemporary theories of learning might help us understand those practices. It seeks to provide a foundation for future practice-based inquiry in education, by addressing the methodological question: How do we go about studying instructional practice in a principled way?

Autoren/Hrsg.

Koschmann, Timothy

Inhaltsverzeichnis

1;Acknowledgments;5
2;Contents;7
3;List of Figures;10
4;List of Tables;12
5;Contributors;13
6;Part I Introductions;15
6.1;1 Theorizing Practice;16
6.1.1; Practice as Treatment;16
6.1.2; Practice as Topic;18
6.1.3; Theories of Learning and Research on Instructional Practice;20
6.1.4; The Organization of the Book;21
6.1.5; Notes;27
6.1.6; References;28
6.2;2 Designing to Support Long-Term Growth and Development;31
6.2.1; The Context;32
6.2.2; The Educational Design;33
6.2.2.1; First Phase: Purposes and Measures;34
6.2.2.2; Second Phase: From Difference to Structure;34
6.2.2.3; Third Phase: Coming to See the Sample as Varying;36
6.2.2.4; Fourth Phase: Distributions as Signatures of Growth Processes;37
6.2.2.5; Fifth Phase: Reconsidering Experiment;37
6.2.3; The Classroom Data;37
6.2.3.1; Excerpt 1: Introduction of a Data Representation Challenge (Day 26);39
6.2.3.2; Excerpt 2: Getting Started (Day 26);40
6.2.3.3; Excerpt 3: How Should We Look? (Day 26);40
6.2.3.4; Excerpt 4: An Adult ''Assists'' (Day 26);40
6.2.3.5; Excerpt 5: Group 2 Explains Their Progress (Day 26);41
6.2.3.6; Excerpt 6: Group 5 Describes Their Approach to the Task to RL (Day 26);42
6.2.3.7; Excerpt 7: Suppose We Grew the Plants Again? (Day 27);42
6.2.3.8; Excerpt 8: Grouping or ''Binning'' the Data (Day 27);44
6.2.3.9; Excerpt 9: Showing Spread of the Data (Day 28);44
6.2.3.10; Excerpt 10: What Is a Good Representation? (Day 28);46
6.2.3.11; Excerpt 11: Another Clever (But Opaque) Solution (Day 28);47
6.2.3.12; Excerpt 12: A ''Typical Region'' of the Graph (Day 28);48
6.2.4; Coda;49
6.2.5; Notes;50
6.2.6; References;50
7;Part II The Situated Action Perspective;51
7.1;3 A Situative Perspective on Cognition and Learning in Interaction;52
7.1.1; Two Examples from Our Previous Research;58
7.1.1.1; An Extended Controversy;60
7.1.1.2; Correcting a Course, or Not;61
7.1.2; Planting Abstraction in Representational Practice;64
7.1.2.1; The Activity: Designing and Evaluating Representations of Some Data;65
7.1.2.2; Some Semantic Features of the Graphs;67
7.1.2.3; A Lesson in Abstraction;67
7.1.2.4; Excerpt 5 [0:41:05–0:41:13];68
7.1.2.5; Learning to Scale;70
7.1.2.5.1; Semantic Issues;71
7.1.2.5.2; Abstraction;71
7.1.2.5.3; The Concept and Representation of ''Spread'';72
7.1.2.5.4; The Concept and Term ''Scale'';72
7.1.2.6; Excerpt 9 [0:11:03–0:11:04];72
7.1.2.7; Excerpt 9 [0:11:18–0:11:26];73
7.1.2.8; Excerpt 9 [0:11:46–0:11:47];73
7.1.2.9; Excerpt 9 [0:12:26–0:12:39];73
7.1.2.10; Excerpt 9 [0:12:48–0:13:27];74
7.1.2.11; Excerpt 9 [0:13:51–0:13:52];74
7.1.2.12; Excerpt 9 [0:15:22–0:15:37];75
7.1.2.13; Excerpt 9 [0:16:22–0:16:40];75
7.1.2.13.1; Systemic Issues;76
7.1.3; Conclusions;77
7.1.4; Notes;78
7.1.5; References;80
7.2;4 A Commentary on Incommensurate Programs;83
7.2.1; Introduction;83
7.2.2; A Formal Analysis;88
7.2.3; Interaction as Social Psychology;91
7.2.4; Of Holy Grails;93
7.2.5; Some Alternative Analyses;95
7.2.5.1; Excerpt 1 [0:02:46–0:03:47];96
7.2.5.2; Excerpt 5 [0:39:15–0:39:24];99
7.2.5.3; Excerpt 5 [0:39:43–0:39:56];99
7.2.5.4; Excerpt 5 [0:40:05–0:40:11];99
7.2.5.5; Excerpt 5 [0:40:11–0:40:49];100
7.2.5.6; Excerpt 5 [0:40:39–0:41:15];103
7.2.6; Conclusion;106
7.2.7; Notes;109
7.2.8; References;111
7.3;5 Representational Competence: A Commentary on the Greeno Analysis of Classroom Practice;114
7.3.1; Understanding Graphing;115
7.3.2; Beyond Graphing;117
7.3.3; Conclusion;119
7.3.4; Notes;120
7.3.5; References;120
7.4;6 The Interaction of Content and Control in Group Problem Solving and Learning;121
7.4.1; Conceptual Difficulties in the Theory of Mind;121
7.4.2; What Is Being Synthesized?;124
7.4.3; Content, Control and Computation;125
7.4.4; Uses and Limitations;127
7.4.5; Notes;129
7.4.6; References;129
7.5;7 Working Both Sides;131
7.5.1; Introduction;131
7.5.2; Comprehensive Theories of Student Learning;132
7.5.2.1; Excerpt 10 [0:20:22–0:20:45];136
7.5.2.2; Excerpt 10 [0:21:06–0:21:06];136
7.5.2.3; Excerpt 10 [0:21:07–0:22:03];136
7.5.3; Theories of How Teachers Learn;138
7.5.4; Conclusion;142
7.5.5; Notes;144
7.5.6; References;144
7.6;8 Responses to the Commentaries;146
7.6.1; Response to Macbeth;146
7.6.2; Response to Collins;152
7.6.3; Response to Bredo;153
7.6.4; Response to McClain;154
7.6.5; Notes;156
7.6.6; References;156
8;Part III A Dialogic Theory of Learning;158
8.1;9 Saying More than You Know in Instructional Settings;159
8.1.1; Methodological Challenges;163
8.1.2; Mastering Semiotic Tools in Instructional Discourse: Illustrations from Statistics;164
8.1.2.1; Illustration 1: Teacher–Student Interaction;164
8.1.2.2; Excerpt 1 [0:00:07–0:00:28];164
8.1.2.3; Excerpt 4 [0:25:55–0:26:18];167
8.1.2.4; Illustration 2: Student–Student Interaction;168
8.1.3; Conclusions;170
8.1.4; Notes;172
8.1.5; References;172
8.2;10 Schooling: Domestication or Ontological Construction?;173
8.2.1; Schooling as Domestication?;175
8.2.2; Novices Need an Expert?;175
8.2.2.1; Group 3, Excerpt 4: Novices Led by an Expert?;176
8.2.2.2; Excerpt 4 [0:24:14–0:24:18];177
8.2.2.3; Excerpt 4 [0:25:28–0:25:40];177
8.2.2.4; Excerpt 4 [0:24:01–0:24:14];178
8.2.2.5; Group 3: Novices Lost Without an Expert?;179
8.2.2.6; Excerpt 3 [0:14:06–0:14:15];180
8.2.2.7; Excerpt 3 [0:14:35–0:14:49];180
8.2.2.8; Excerpt 3 [0:15:24–0:15:44];181
8.2.2.9; Excerpt 3 [0:18:07–0:18:22];182
8.2.2.10; Excerpt 3 [0:18:27–0:18:44];182
8.2.3; Appropriate Use of the Artifact?;183
8.2.3.1; Excerpt 1 [0:04:48–0:05:08];184
8.2.3.2; Excerpt 1 [0:05:10–0:05:34];185
8.2.3.3; Excerpt 6 [0:49:42–0:49:50];185
8.2.3.4; Preferred Representations;186
8.2.3.5; Excerpt 6 [0:51:45–0:51:22];187
8.2.3.6; Excerpt 6 [0:53:01–0:53:32];189
8.2.4; Learning as Sociocultural Ontological Construction;190
8.2.5; References;194
8.3;11 Developing Fluency versus Conceptual Change;195
8.3.1; Introduction;195
8.3.2; Review of the Wertsch-Kazak Perspective;196
8.3.3; Contrast to the Conceptual Change Perspective;197
8.3.3.1; How "Inchoate" Is Intuitive Science Knowledge?;198
8.3.3.2; The Bottom Line;200
8.3.4; Revisiting Wertsch and Kazaks "Illustrations";200
8.3.4.1; Excerpt 10 [0:20:47–0:22:03];203
8.3.5; Returning to the Larger Claims;204
8.3.6; References;205
8.4;12 From Dialectic to Dialogic;207
8.4.1; Introduction;207
8.4.2; Vygotsky as a Dialectical Thinker;208
8.4.3; Learning to Use Cultural Tools as a Theory of Education;209
8.4.4; Two Triangles for Thinking About Dialogue and Development;211
8.4.5; Definitions of "Dialogic" and Theories of Education;213
8.4.5.1; Dialogic as Pertaining to Dialogues;214
8.4.5.2; Dialogic Utterances Opposed to Monologic Utterances;214
8.4.5.3; Dialogic as an Epistemological Framework;215
8.4.5.4; Dialogic as Ontology: A Postmodern Reading;215
8.4.6; Implications for Models of Education;217
8.4.7; Dialogic and Researching Learning Practice;217
8.4.7.1; Illustration 1: Teacher–Student Interaction;218
8.4.7.2; Excerpt 4 [0:24:44–0:24:48];219
8.4.7.3; Excerpt 4 [0:24:58–0:25:40];219
8.4.7.4; Excerpt 4 [0:25:58–0:26:01];220
8.4.7.5; Illustration II: Student–Student Interaction;221
8.4.7.6; Excerpt 3 [0:18:07–0:18:19];221
8.4.8; Discussion and Conclusion;224
8.4.9; References;225
8.5;13 Vygotsky and Teacher Education in the Knowledge Age;228
8.5.1; Summary of the Wertsch-Kazak Analysis;228
8.5.2; The Commentator's Perspective;229
8.5.3; The Goals of Education;230
8.5.3.1; Excerpt 5 [0:40:15–0:40:36];232
8.5.4; The Learning Process;233
8.5.5; Pedagogy;235
8.5.6; Assessment;238
8.5.7; Concluding Comments;239
8.5.8; References;242
8.6;14 Responses to the Commentaries;244
8.6.1; Response to Packer;244
8.6.2; Response to Sherin;245
8.6.3; Response to Wegerif;247
8.6.4; Response to Derry;247
8.6.5; References;248
9;Part IV Transactional Inquiry;249
9.1;15 A Transactional Perspective on the Practice-Based Science of Teaching and Learning;250
9.1.1; Introduction;250
9.1.2; A Biological-Cognitive-Social Framework;250
9.1.2.1; Transactional Defined;251
9.1.2.2; Inter-action vs. Transaction;254
9.1.2.3; Coupling and Sequential Events;255
9.1.2.4; A Meta-Methodological Reflection;257
9.1.3; Aspects of Inquiry: Perceptual Work, Playful Attitude, and Purposeful Context;258
9.1.3.1; Perceptual Work;259
9.1.3.1.1; Interpreting Visible Artifacts;259
9.1.3.2; Excerpt 9 [0:12:48–0:13:07];260
9.1.3.2.1; Sharing Imaginary Representations;262
9.1.3.3; Excerpt 9 [0:14:42–0:14:55];262
9.1.3.4; Excerpt 9 [0:15:00–0:15:07];263
9.1.3.5; Excerpt 9 [0:16:40–0:16:56];263
9.1.3.6; Playful Attitude and Humor;264
9.1.3.6.1; ''Reflex'' vs. Intentional Humor;264
9.1.3.7; Excerpt 8 [0:23:21–0:23:36];265
9.1.3.8; Excerpt 11 [0:30:49–0:30:56];265
9.1.3.9; Excerpt 11 [0:31:18–0:31:56];265
9.1.3.9.1; Playful Behavior as Mutually Constructed;266
9.1.3.9.2; Playing During the Day 26 Design Session;267
9.1.3.10; Excerpt 4 [0:24:44–0:25:17];268
9.1.3.11; Excerpt 4 [0:25:58–0:26:20];268
9.1.3.12; Excerpt 4 [0:28:19–0:28:30];269
9.1.3.13; Excerpt 4 [0:28:58–0:29:08];269
9.1.3.14; Excerpt 4 [0:30:56–0:31:24];269
9.1.3.15; Excerpt 4 [0:31:48–0:31:55];270
9.1.3.16; Excerpt 4 [0:32:14–0:32:21];270
9.1.3.16.1; Relating the Biological, Cognitive, and Social Perspectives of Humor;271
9.1.3.17; Purposeful Context: A Math Activity Within a Plant Experiment?;272
9.1.3.17.1; Talk About Properties of Graphs;272
9.1.3.18; Excerpt 10 [0:20:13–0:20:53];273
9.1.3.18.1; Abstract Layout Talk vs. Sketching and Showing Each Other;274
9.1.3.18.2; Example of Graphing as a Tool for Inquiry;275
9.1.4; Conclusions;278
9.1.5; Notes;280
9.1.6; References;280
9.2;16 On Plants and Textual Representations of Plants: Learning to Reason in Institutional Categories;282
9.2.1; Introduction;282
9.2.2; Learning: A Conceptual Comment;284
9.2.3; Learning in Institutional Settings;285
9.2.4; Neuropsychological Inquiry, Categorization, and the Shaping of Cultural Minds;288
9.2.5; References;291
9.3;17 The Contributions of the Transactional Perspective to Instructional Design and the Analysis of Learning in Social Context;293
9.3.1; Usefulness and Truth;293
9.3.2; The Classroom Setting as an Emergent System;295
9.3.2.1; Excerpt 9 [0:10:28–0:11:38];297
9.3.2.2; Excerpt 9 [0:14:02–0:15:21];298
9.3.2.3; Excerpt 8 [0:28:52–0:29:07];300
9.3.3; Instructional Design, Mathematics, and Modeling;301
9.3.4; Conclusion;305
9.3.5; References;306
9.4;18 Transacting with Clancey's "Transactional Perspective on the Practice-Based Science of Teaching and Learning";308
9.4.1; Notes;321
9.4.2; References;321
9.5;19 Making Sense of Practice in Mathematics: Models, Theories and Disciplines;323
9.5.1; The Role of Competing Conceptions;325
9.5.2; Typicality and Bin Size;328
9.5.3; Spread, Prediction and Variability;330
9.5.3.1; Excerpt 7 [0:07:43–0:07:53];331
9.5.3.2; Excerpt 7 [0:08:20–0:09:01];332
9.5.3.3; Excerpt 7 [0:09:01–0:09:49];332
9.5.3.4; Disciplines, Theories and Models;334
9.5.4; References;335
9.6;20 A Transactional Perspective on the Workshop: Looking Again and Wondering;337
9.6.1; Introduction;337
9.6.2; Informing Cognitive Science: Neuropsychology and Humor;338
9.6.3; Informing Instructional Practice: What Is the Point of the Graphing?;340
9.6.4; What Is a "Practice-Based Science of Teaching and Learning"?;344
9.6.5; Notes;345
9.6.6; References;345
10;Part V Synthesis;346
10.1;21 Do Moments Sum to Years? Explanations in Time;347
10.1.1; References;355
10.2;22 Cultural Forms, Agency, and the Discovery of Invention in Classroom Research on Learning and Teaching;357
10.2.1; Some Prospects and Problems for Secondary Analysis of Learning and Teaching in Video Recordings;359
10.2.2; On "Saying More than You Know" and Hearing More than Is Said with Graph Paper;363
10.2.3; On Being Positioned to Learn with Conceptual Agency While Representing Center and Spread;367
10.2.4; On Playful Aspects of Learning in Ensemble Performance;372
10.2.5; The Discovery of Invention in Classroom Research on Learning and Teaching;375
10.2.6; Notes;378
10.2.7; References;379
10.3;23 Reflections on Practice, Teaching/Learning, Video, and Theorizing;382
10.3.1; Introduction;382
10.3.2; A Review of Origins and Trajectories in the Recent Study of Interaction;383
10.3.3; Studying Interaction as a Learning Environment, Using Video;388
10.3.4; Use of Video Examples by Participants in the Workshop;390
10.3.5; Conclusion;396
10.3.6; References;398
10.4;24 Can We Afford Theories of Learning?;400
10.4.1; Does "Learning" Exist?;401
10.4.2; Yes, Learning Exists, But It Is Difficult to Talk About How It Works;402
10.4.3; Special Circumstances for Focusing on Learning;407
10.4.4; A Tentative Conclusion;408
10.4.5; Notes;410
10.4.6; References;411
11;Appendix A: Transcription Conventions;413
12;Appendix B: Excerpts from the Classroom;415
12.1; Excerpt 1: Day 26 (0:00:07–0:05:34);415
12.2; Excerpt 2: Day 26 (0:08:08–0:09:58);418
12.3; Excerpt 3: Day 26 (0:11:10–0:18:54);420
12.4; Excerpt 4: Day 26 (0:20:51–0:32:25);426
12.5; Excerpt 5: Day 26 (0:39:15–0:44:30);435
12.6; Excerpt 6: Day 26 (0:49:38–0:52:32);440
12.7; Excerpt 7: Day 27 (0:05:43–0:09:50);443
12.8; Excerpt 8: Day 27 (0:22:40–0:29:07);446
12.9; Excerpt 9: Day 28 (0:04:24–0:17:28);447
12.10; Excerpt 10: Day 28 (0:18:50–0:22:03);455
12.11; Excerpt 11: Day 28 (0:30:33–0:31:22);457
12.12; Excerpt 12: Day 28 (0:42:23–1:00:56);457
13;Author Index;471
14;Subject Index;477