Transformation of Knowledge Through Classroom Interaction

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  • Edition: 1st
  • Format: Hardcover
  • Copyright: 2009-06-05
  • Publisher: Routledge

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Classrooms provide extremely varied settings in which learning may take place, including teacher-led conversations, small group unguided discussions, individual problem solving or computer supported collaborative learning (CSCL). Transformation of Knowledge through Classroom Interactionexamines and evaluates different ways which have been used to support students learning in classrooms, using mathematics and science as a model to examine how different types of interactions contribute to students' participation in classroom activity, and their understanding of concepts and their practical applications. The contributions in this book offer rich descriptions and ways of understanding how learning occurs in both traditional and non-traditional settings. Combining theoretical perspectives with practical applications, the book includes discussions of: the roles of dialogue and argumentation in constructing knowledge the role of guidance in constructing knowledge abstracting processes in mathematics and science classrooms the effect of environment, media and technology on learning processes methodologies for tracing transformation of knowledge in classroom interaction. Bringing together a broad range of contributions from leading international researchers, this book makes an important contribution to the field of classroom learning, and will appeal to all those engaged in academic research in education.

Table of Contents

PART I: CONSTRUCTION OF KNOWLEDGE I.1 The nested epistemic actions model of abstraction in context I.2 Construction of physics knowledge in classroom and students' learning I.3 Epistemological Discontinuities and Cognitive Hierarchies in Technology-based Algebra Learning I.4 Toward trialogical approach on learning I.5 Commentary paper I.6 Commentary paper PART II: GUIDANCE IN CLASSROOMS II.1 Expert Support for Group Work in Elementary Science: The Role of Consensus II.2 Guided Construction of Knowledge in the Classroom: Teacher Talk, Task, and Tools II.3 Collaboration and Awareness Technologies in the Classroom Technical and Pedagogical Aspects of Integration II.4 Commentary paper II. 5 Commentary paper PART III: DIALOGUE, ARGUMENTATION, AND LEARNING III.1 Intersubjective and intrasubjective rationalities in pedagogical debates:realising what one thinks III.2 Evaluating the quality of scripted dialogs regarding conceptual learning: Between the comprehensible and the incomprehensible III.3 Commentary paper III.4 A dialogue on dialogue, argumentation and learning PART IV: METHODOLOGIES FOR STUDYING KEY COMPONENTS OF CONSTRUCTION OF KNOWLEDGE IN CLASSROOMS IV.1 Methods and Techniques for Studying the Travel of Ideas in Classroom Communities IV.2 A Design Research Perspective on the Identities that Students are Developing in Mathematics Classrooms IV.3 Methodological Considerations in the Study of Intersubjectivity Among Participants of a Dialogic Mathematics Classroom IV.4 Commentary paper PART V: INTEGRATING COMMENTARIES V. 1 Integrative chapter: Guided construction of knowledge in classroom. Cognition and sociogenesis. V.2 Contour Lines between a Model as a Theoretical Framework and the same Model as Methodological Tool V. 3. Guided Construction, Learning in Schools: A Cultural-Historical Activity Theoretic Perspective

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