Notice bibliographique
- Notice
Type(s) de contenu et mode(s) de consultation : Texte noté : 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
Sujet(s) : Apprentissage
Indice(s) Dewey :
370.152 3 (23e éd.) = Psychologie de l'éducation - Apprentissage
Identifiants, prix et caractéristiques : ISBN 9781441975829
Identifiant de la notice : ark:/12148/cb44661851n
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
