Transformation of Knowledge Through Classroom Interaction

by Schwarz, Baruch; Dreyfus, Tommy; Hershkowitz, Rina

• ISBN13: 9780203879276
• ISBN10: 0203879279
• Copyright: 2009-04-17
• Publisher: Taylor & Francis

Summary

Transformation of Knowledge through Classroom Interaction examines and evaluates different ways which have been used to support students learning in classrooms.

Table of Contents

Introduction

Construction of knowledge in classroom interactions

The nested epistemic actions model of abstraction in context

Construction of physics knowledge in the classroom from different perspectives: the classroom as a community and the students as individuals

Technology based algebra learning: epistemological discontinuities and curricular implications

Toward trialogical approach to learning

Commentary on the chapters on the construction of knowledge

The role of the teacher in the transformation of knowledge in classroom interactions

Expert Support for Group Work in Elementary Science: The Role of Consensus

Guidance in Construction of Knowledge in the Classroom: the troika of talk, tasks and tools

Implementing technology-facilitated collaboration and awareness in the classroom - roles for teachers, educational researchers and technology experts

The role of argumentation and dialogue in the transformation of knowledge

Intersubjective and intrasubjective rationalities in pedagogical debates: realising what one thinks

Transformation of robust misconceptions through peer argumentation Christa

Commentary on the chapters by Baker, and Asterhan and Schwarz through the lenses of commognition

A dialogue on dialogue and its place within education

Methodologies for studying transformation of knowledge in classroom interaction

A methodological framework and empirisal techniques for studying the travel of ideas in classroom communities

A Design Research Perspective on the Identities that Students are Developing in Mathematics Classrooms

Methodological Considerations in the Study of Intersubjectivity Among Participants of a Dialogic Mathematics Classroom

General reflections on transformations of knowledge in classroom interactions

Contour lines between a model as a theoretical framework and the same model as methodological tool

Learning in schools: a dialectical materialistic, cultural-historical activity theoretic perspective

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