Transformation of Knowledge Through Classroom Interaction

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

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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

Introductionp. 1
Construction of Knowledge in classroom interactionp. 9
The nested epistemic actions model for abstraction in contextp. 11
The construction of physics knowledge in the classroom from different perspectives: the classroom as a community and the students as individualsp. 42
Technology-based algebra learning: epistemological discontinuities and curricular implicationsp. 56
Toward a trialogical approach to learningp. 65
Commentary on the chapters on the construction of knowledgep. 81
The role of the teacher in the transformation of knowledge in classroom interactionp. 91
Expert support for group work in elementary science: the role of consensusp. 93
Guided construction of knowledge in the classroom: the troika of talk, tasks and toolsp. 105
Implementing technology-facilitated collaboration and awareness in the classroom: roles for teachers, educational researchers and technology expertsp. 130
The role of argumentation and dialogue in transformation of Knowledgep. 143
Intersubjective and intrasubjective rationalities in pedagogical debates: realizing what one thinksp. 145
Transformation of robust misconceptions through peer argumentationp. 159
Commentary on the chapters by Baker and Asterhan and Schwartz through the lens of commognitionp. 173
A dialogue on dialogue and its place within educationp. 184
Methodologies for studying transformation of knowledge in classroom interactionp. 201
A methodological framework and empirical techniques for studying the travel of ideas in classroom communitiesp. 203
A design research perspective on the identities that students are developing in mathematics classroomsp. 223
Methodological considerations for the study of intersubjectivity among participants of a dialogic mathematics classroomp. 244
Comparing and contrasting methodologies: a commentaryp. 261
General reflections on transformation of knowledge in classroom interactionp. 271
Contour lines between a model as a theoretical framework and the same model as methodological toolp. 273
Learning in schools: a dialectical materialistic, cultural-historical activity-theoretic perspectivep. 281
Sociogenesis and cognition: the struggle between social and cognitive activitiesp. 302
Indexp. 319
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