Transformation of Knowledge Through Classroom Interaction

by Schwarz; Baruch

• ISBN13: 9780415492256
• ISBN10: 0415492254
• Edition: 1st
• Format: Nonspecific Binding
• Copyright: 2009-06-05
• Publisher: Routledge

Summary

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

Author Biography

Baruch Schwarz is Associate Professor of Education, School of Education, The Hebrew University of Jerusalem, Israel. Tommy Dreyfus is Professor of Science Education, Tel Aviv University, Israel. Rina Hershkowitz is Head Researcher, Department of Science Teaching, Weizmann Institute of Science, Israel.

Table of Contents

Introduction	p. 1
Construction of Knowledge in classroom interaction	p. 9
The nested epistemic actions model for abstraction in context	p. 11
The construction of physics knowledge in the classroom from different perspectives: the classroom as a community and the students as individuals	p. 42
Technology-based algebra learning: epistemological discontinuities and curricular implications	p. 56
Toward a trialogical approach to learning	p. 65
Commentary on the chapters on the construction of knowledge	p. 81
The role of the teacher in the transformation of knowledge in classroom interaction	p. 91
Expert support for group work in elementary science: the role of consensus	p. 93
Guided construction of knowledge in the classroom: the troika of talk, tasks and tools	p. 105
Implementing technology-facilitated collaboration and awareness in the classroom: roles for teachers, educational researchers and technology experts	p. 130
The role of argumentation and dialogue in transformation of Knowledge	p. 143
Intersubjective and intrasubjective rationalities in pedagogical debates: realizing what one thinks	p. 145
Transformation of robust misconceptions through peer argumentation	p. 159
Commentary on the chapters by Baker and Asterhan and Schwartz through the lens of commognition	p. 173
A dialogue on dialogue and its place within education	p. 184
Methodologies for studying transformation of knowledge in classroom interaction	p. 201
A methodological framework and empirical techniques for studying the travel of ideas in classroom communities	p. 203
A design research perspective on the identities that students are developing in mathematics classrooms	p. 223
Methodological considerations for the study of intersubjectivity among participants of a dialogic mathematics classroom	p. 244
Comparing and contrasting methodologies: a commentary	p. 261
General reflections on transformation of knowledge in classroom interaction	p. 271
Contour lines between a model as a theoretical framework and the same model as methodological tool	p. 273
Learning in schools: a dialectical materialistic, cultural-historical activity-theoretic perspective	p. 281
Sociogenesis and cognition: the struggle between social and cognitive activities	p. 302
Index	p. 319
Table of Contents provided by Ingram. All Rights Reserved.