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Type(s) de contenu et mode(s) de consultation : Texte : électronique

Titre(s) : Theories of learning and studies of instructional practice [Texte électronique] / Timothy Koschmann, editor

Publication : New York : Springer, cop. 2011

Description matérielle : 1 ressource dématérialisée

Collection : Explorations in the learning sciences, instructional systems and performance technologies ; v. 1


Note(s) : Based on a workshop that took place in the fall of 2003 at the Allerton Conference Center"--Acknowledgments
. - Includes bibliographical references and indexes
"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 Learning and Studies of Instructional Practice seeks to remedy this by helping construct a foundation for a practice-based science of instruction. It focuses on the fundamental question, what roles should theories of learning play in the study of instructional practice? In educational research, learning theories represent alternative conceptualizations of what we take learning to be. This volume examines three contemporary theories of learning with particular relevance to the study of practice, namely, situated learning, dialogic theory(or dialogism), and Deweyan transactionalism. Drawing upon a panel of internationally-prominent social scientists, psychologists, philosophers of education and teacher educators, the book critically evaluates the potential contributions of each to a science of instructional practice. Rather than considering these matters in the abstract, chapter authors illustrate their positions by applying the different treatments of learning to selected samples of instructional practice. The data analyzed come from a particular fifth-grade classroom in which an innovative way of teaching math was being tested. Extensive transcripts, images and exhibits are provided, enabling the reader to follow and evaluate the analytic arguments being presented. The volume, therefore, delivers precisely on its title - it provides both an articulation of current theories of learning and a series of carefully constructed studies of instructional practice, seeking to explore the relationship between them. In so doing the book offers no easy answers. Its purpose instead is to bring areas of controversy and confusion to the surface. For researchers and graduate students in the learning sciences, this provocative volume opens the door to the next crucial round of dialogue and debate."--Publisher's website


Autre(s) auteur(s) : Koschmann, Timothy D.. Fonction indéterminée  Voir les notices liées en tant qu'auteur


Sujet(s) : Apprentissage  Voir les notices liées en tant que sujet

Indice(s) Dewey : 370.152 3 (23e éd.)  Voir les notices liées en tant que sujet


Numéros : ISBN 9781441975829

Notice n° :  FRBNF44661851 (notice reprise d'un réservoir extérieur)



Table des matières : Machine generated contents notept. I ; Introductions --1 ; Theorizing Practice /Timothy Koschmann2 ; Designing to Support Long-Term Growth and Development /Leona Schaublept. II ; Situated Action Perspective --3 ; Situative Perspective on Cognition and Learning in Interaction /James G. Greeno4 ; Commentary on Incommensurate Programs /Douglas Macbeth5 ; Representational Competence: A Commentary on the Greeno Analysis of Classroom Practice /Allan Collins6 ; Interaction of Content and Control in Group Problem Solving and Learning /Eric Bredo7 ; Working Both Sides /Kay McClain8 ; Responses to the Commentaries /James G. Greenopt. III ; Dialogic Theory of Learning --9 ; Saying More than You Know in Instructional Settings /Sibel Kazak10 ; Schooling: Domestication or Ontological Construction? /Martin J. Packer11 ; Developing Fluency versus Conceptual Change /Bruce Sherin12 ; From Dialectic to Dialogic /Rupert Wegerif13 ; Vygotsky and Teacher Education in the Knowledge Age /Sharon Derry14 ; Responses to the

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support : document électronique dématérialisé