Knowing and Learning in Interaction: Integrating Social and Cognitive Theories

ISBN-13: 9781138797154 / Angielski / Miękka / 2023 / 544 str.

Disessa, Andrea A.

Opis

Knowing and Learning in Interaction attempts to kick-start a serious, new line of work that merges, or properly articulates, different research 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.

Spis treści

Section I: Orientation

Studying knowing and learning in interaction: Knowledge Analysis and Interaction

Analysis

Brown, N. J. S., Levin, M., & diSessa, A.

Knowledge Analysis: An introduction

diSessa, A., Sherin, B., & Levin, M.

Interaction Analysis revisited: Old assumptions and new methods in studies of knowing,

learning, and teaching

Hall, R., & Stevens, R.

Section II: Empirical and Theoretical Work

Ecologies of knowing: Lessons from the highly tailored practice of hobbies

Azevedo, F. & Lee, V.

Feedback-relevant places during explanatory narratives

Brown, N. J. S.

Socializing coordination class theory

Danish, J. Enyedy, N. & Parnafes, O.

Perspectives on the clinical interview as an interactive genre

diSessa, A., Michaels, S. & Greeno, J.

Bridging Knowledge Analysis and Interaction Analysis through understanding the

dynamics of knowledge-in-use

Gupta, A., Elby, A., Stevens, R. & Sawtelle, V.

Gestures, speech, and manipulation of objects as a window and interface to individual

cognition

Kapon, S.

A coordination class theory lens on disciplined perception

Levin, M. & diSessa, A.

Examining typicality and variability of discourse in cognitive clinical interviews of student

science knowledge

Russ, R., Lee, V. & Sherin, B.

Uncloaking epistemologies through Interaction Analysis

Umphress, J.

Section III: Dialogue

On the interplay between natural descriptive and hidden machinery orientations to

Knowledge and Interaction Analysis

Hall, R., Nemirovsky, R, Ma, J. & Kelton, M.

Commentary

TBD

Ensemble learning and knowing: Developing a walking scale geometry dilation strategy

Ma, J.

Commentary

Hammer, D., & Conlin, L.

Interaction Analysis and the study of the imaginary

Nemirovsky, R. & Kelton, M.

Commentary

Brown, N. J. S.

Computational analysis and the importance of interactional detail or "Does all that stuff

really matter?"

Sherin, B.

Commentary

TBD

When and what is Protein? A micro-ethnographic case study of concept formation among a

young child and his consociates at home and school

Stevens, R.

Commentary

TBD

Section IV: Synthesis, Conclusions, and Prospects

Jim Greeno, Professor Emeritus of Education at Stanford University and Visiting Scholar at

University of Pittsburgh will write the first of the chapters in the final section of the volume.

Allan Collins, Professor Emeritus of Education and Social Policy at Northwestern University,

will provide a second perspective on frontiers and future prospects for the agenda developed in

this volume. He was the founding editor of the journal Cognitive Science and the first chair of the Cognitive Science Society.