Theories of Learning and Studies of Instructional Practice
Theories of Learning and Studies of Instructional Practice Timothy Koschmann, editor Though there have been numerous calls for educational researchers to attend more closely to the details of how teaching is actually done, instructional practice remains an inadequately studied topic. Theories of Lea...
| Συγγραφή απο Οργανισμό/Αρχή: | |
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| Άλλοι συγγραφείς: | |
| Μορφή: | Ηλεκτρονική πηγή Ηλ. βιβλίο |
| Γλώσσα: | English |
| Έκδοση: |
New York, NY :
Springer New York,
2011.
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| Σειρά: | Explorations in the Learning Sciences, Instructional Systems and Performance Technologies ;
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| Θέματα: | |
| Διαθέσιμο Online: | Full Text via HEAL-Link |
Πίνακας περιεχομένων:
- Section I: Introductions
- Ch 1: Theorizing Instructional Practice
- Ch 2: Invention in the Classroom: Structuring Natural Variability as Distribution
- Appendix A: Transcription conventions
- Appendix B: Classroom excerpts
- Section II: The Situated Action Perspective
- Ch 3: A Situative Perspective on Cognition and Learning in Interaction
- Ch 4: A Commentary on Incommensurate Programs
- Ch 5: Representational Competence: A Commentary
- Ch 6: The Interaction of Content and Control in Group Problem Solving and Learning
- Ch 7: Working Both Sides
- Responses to the Commentaries by Jim Greeno
- Section III: A Dialogic Theory of Learning
- Ch 8: Saying More Than You Know in Instructional Settings
- Ch 9: Schooling: Domestication or Ontological Construction?- Ch 10: Developing Fluency versus Conceptual Change
- Ch 11: From Dialectic to Dialogic
- Ch 12: Vygotsky and Teacher Education in the Knowledge Age
- Responses to the Commentaries by Jim Wertsch and Sibel Kazak
- Section IV: Transactional Inquiry
- Ch 13: A Transactional Perspective on the Practice-Based Science of Teaching and Learning
- Ch 14: On Plants and Textual Representations of Plants: Learning to Reason in Institutional Categories
- Ch 15: Contributions of the Transactional Perspective to Instructional Design and the Analysis of Learning in Social Context
- Ch 16: Transacting with Clancey’s “Transactional Perspective on the Practice-Based Science of Teaching and Learning.”- Ch 17: Making Sense of Practice in Mathematics: Models, Theories and Disciplines
- Responses to the Commentaries by Bill Clancey
- Section V: Synthesis
- Ch 18: Observations on the Observations
- Ch 19: Cultural Forms, Agency, and the Discovery of Invention in Classroom Research on Learning and Teaching
- Ch 20: Reflections on Practice, Teaching/Learning, Video, and Theorizing
- Ch 21: Does “Learning” Exist?
