Theories of Learning and Studies of Instructional Practice (eBook)

Acknowledgments 5
Contents 7
List of Figures 10
List of Tables 12
Contributors 13
Part I Introductions 15
1 Theorizing Practice 16
Practice as Treatment 16
Practice as Topic 18
Theories of Learning and Research on Instructional Practice 20
The Organization of the Book 21
Notes 27
References 28
2 Designing to Support Long-Term Growth and Development 31
The Context 32
The Educational Design 33
First Phase: Purposes and Measures 34
Second Phase: From Difference to Structure 34
Third Phase: Coming to See the Sample as Varying 36
Fourth Phase: Distributions as Signatures of Growth Processes 37
Fifth Phase: Reconsidering Experiment 37
The Classroom Data 37
Excerpt 1: Introduction of a Data Representation Challenge (Day 26) 39
Excerpt 2: Getting Started (Day 26) 40
Excerpt 3: How Should We Look? (Day 26) 40
Excerpt 4: An Adult ''Assists'' (Day 26) 40
Excerpt 5: Group 2 Explains Their Progress (Day 26) 41
Excerpt 6: Group 5 Describes Their Approach to the Task to RL (Day 26) 42
Excerpt 7: Suppose We Grew the Plants Again? (Day 27) 42
Excerpt 8: Grouping or ''Binning'' the Data (Day 27) 44
Excerpt 9: Showing Spread of the Data (Day 28) 44
Excerpt 10: What Is a Good Representation? (Day 28) 46
Excerpt 11: Another Clever (But Opaque) Solution (Day 28) 47
Excerpt 12: A ''Typical Region'' of the Graph (Day 28) 48
Coda 49
Notes 50
References 50
Part II The Situated Action Perspective 51
3 A Situative Perspective on Cognition and Learning in Interaction 52
Two Examples from Our Previous Research 58
An Extended Controversy 60
Correcting a Course, or Not 61
Planting Abstraction in Representational Practice 64
The Activity: Designing and Evaluating Representations of Some Data 65
Some Semantic Features of the Graphs 67
A Lesson in Abstraction 67
Excerpt 5 [0:41:05–0:41:13] 68
Learning to Scale 70
Semantic Issues 71
Abstraction 71
The Concept and Representation of ''Spread'' 72
The Concept and Term ''Scale'' 72
Excerpt 9 [0:11:03–0:11:04] 72
Excerpt 9 [0:11:18–0:11:26] 73
Excerpt 9 [0:11:46–0:11:47] 73
Excerpt 9 [0:12:26–0:12:39] 73
Excerpt 9 [0:12:48–0:13:27] 74
Excerpt 9 [0:13:51–0:13:52] 74
Excerpt 9 [0:15:22–0:15:37] 75
Excerpt 9 [0:16:22–0:16:40] 75
Systemic Issues 76
Conclusions 77
Notes 78
References 80
4 A Commentary on Incommensurate Programs 83
Introduction 83
A Formal Analysis 88
Interaction as Social Psychology 91
Of Holy Grails 93
Some Alternative Analyses 95
Excerpt 1 [0:02:46–0:03:47] 96
Excerpt 5 [0:39:15–0:39:24] 99
Excerpt 5 [0:39:43–0:39:56] 99
Excerpt 5 [0:40:05–0:40:11] 99
Excerpt 5 [0:40:11–0:40:49] 100
Excerpt 5 [0:40:39–0:41:15] 103
Conclusion 106
Notes 109
References 111
5 Representational Competence: A Commentary on the Greeno Analysis of Classroom Practice 114
Understanding Graphing 115
Beyond Graphing 117
Conclusion 119
Notes 120
References 120
6 The Interaction of Content and Control in Group Problem Solving and Learning 121
Conceptual Difficulties in the Theory of Mind 121
What Is Being Synthesized? 124
Content, Control and Computation 125
Uses and Limitations 127
Notes 129
References 129
7 Working Both Sides 131
Introduction 131
Comprehensive Theories of Student Learning 132
Excerpt 10 [0:20:22–0:20:45] 136
Excerpt 10 [0:21:06–0:21:06] 136
Excerpt 10 [0:21:07–0:22:03] 136
Theories of How Teachers Learn 138
Conclusion 142
Notes 144
References 144
8 Responses to the Commentaries 146
Response to Macbeth 146
Response to Collins 152
Response to Bredo 153
Response to McClain 154
Notes 156
References 156
Part III A Dialogic Theory of Learning 158
9 Saying More than You Know in Instructional Settings 159
Methodological Challenges 163
Mastering Semiotic Tools in Instructional Discourse: Illustrations from Statistics 164
Illustration 1: Teacher–Student Interaction 164
Excerpt 1 [0:00:07–0:00:28] 164
Excerpt 4 [0:25:55–0:26:18] 167
Illustration 2: Student–Student Interaction 168
Conclusions 170
Notes 172
References 172
10 Schooling: Domestication or Ontological Construction? 173
Schooling as Domestication? 175
Novices Need an Expert? 175
Group 3, Excerpt 4: Novices Led by an Expert? 176
Excerpt 4 [0:24:14–0:24:18] 177
Excerpt 4 [0:25:28–0:25:40] 177
Excerpt 4 [0:24:01–0:24:14] 178
Group 3: Novices Lost Without an Expert? 179
Excerpt 3 [0:14:06–0:14:15] 180
Excerpt 3 [0:14:35–0:14:49] 180
Excerpt 3 [0:15:24–0:15:44] 181
Excerpt 3 [0:18:07–0:18:22] 182
Excerpt 3 [0:18:27–0:18:44] 182
Appropriate Use of the Artifact? 183
Excerpt 1 [0:04:48–0:05:08] 184
Excerpt 1 [0:05:10–0:05:34] 185
Excerpt 6 [0:49:42–0:49:50] 185
Preferred Representations 186
Excerpt 6 [0:51:45–0:51:22] 187
Excerpt 6 [0:53:01–0:53:32] 189
Learning as Sociocultural Ontological Construction 190
References 194
11 Developing Fluency versus Conceptual Change 195
Introduction 195
Review of the Wertsch-Kazak Perspective 196
Contrast to the Conceptual Change Perspective 197
How "Inchoate" Is Intuitive Science Knowledge? 198
The Bottom Line 200
Revisiting Wertsch and Kazaks "Illustrations" 200
Excerpt 10 [0:20:47–0:22:03] 203
Returning to the Larger Claims 204
References 205
12 From Dialectic to Dialogic 207
Introduction 207
Vygotsky as a Dialectical Thinker 208
Learning to Use Cultural Tools as a Theory of Education 209
Two Triangles for Thinking About Dialogue and Development 211
Definitions of "Dialogic" and Theories of Education 213
Dialogic as Pertaining to Dialogues 214
Dialogic Utterances Opposed to Monologic Utterances 214
Dialogic as an Epistemological Framework 215
Dialogic as Ontology: A Postmodern Reading 215
Implications for Models of Education 217
Dialogic and Researching Learning Practice 217
Illustration 1: Teacher–Student Interaction 218
Excerpt 4 [0:24:44–0:24:48] 219
Excerpt 4 [0:24:58–0:25:40] 219
Excerpt 4 [0:25:58–0:26:01] 220
Illustration II: Student–Student Interaction 221
Excerpt 3 [0:18:07–0:18:19] 221
Discussion and Conclusion 224
References 225
13 Vygotsky and Teacher Education in the Knowledge Age 228
Summary of the Wertsch-Kazak Analysis 228
The Commentator's Perspective 229
The Goals of Education 230
Excerpt 5 [0:40:15–0:40:36] 232
The Learning Process 233
Pedagogy 235
Assessment 238
Concluding Comments 239
References 242
14 Responses to the Commentaries 244
Response to Packer 244
Response to Sherin 245
Response to Wegerif 247
Response to Derry 247
References 248
Part IV Transactional Inquiry 249
15 A Transactional Perspective on the Practice-Based Science of Teaching and Learning 250
Introduction 250
A Biological-Cognitive-Social Framework 250
Transactional Defined 251
Inter-action vs. Transaction 254
Coupling and Sequential Events 255
A Meta-Methodological Reflection 257
Aspects of Inquiry: Perceptual Work, Playful Attitude, and Purposeful Context 258
Perceptual Work 259
Interpreting Visible Artifacts 259
Excerpt 9 [0:12:48–0:13:07] 260
Sharing Imaginary Representations 262
Excerpt 9 [0:14:42–0:14:55] 262
Excerpt 9 [0:15:00–0:15:07] 263
Excerpt 9 [0:16:40–0:16:56] 263
Playful Attitude and Humor 264
''Reflex'' vs. Intentional Humor 264
Excerpt 8 [0:23:21–0:23:36] 265
Excerpt 11 [0:30:49–0:30:56] 265
Excerpt 11 [0:31:18–0:31:56] 265
Playful Behavior as Mutually Constructed 266
Playing During the Day 26 Design Session 267
Excerpt 4 [0:24:44–0:25:17] 268
Excerpt 4 [0:25:58–0:26:20] 268
Excerpt 4 [0:28:19–0:28:30] 269
Excerpt 4 [0:28:58–0:29:08] 269
Excerpt 4 [0:30:56–0:31:24] 269
Excerpt 4 [0:31:48–0:31:55] 270
Excerpt 4 [0:32:14–0:32:21] 270
Relating the Biological, Cognitive, and Social Perspectives of Humor 271
Purposeful Context: A Math Activity Within a Plant Experiment? 272
Talk About Properties of Graphs 272
Excerpt 10 [0:20:13–0:20:53] 273
Abstract Layout Talk vs. Sketching and Showing Each Other 274
Example of Graphing as a Tool for Inquiry 275
Conclusions 278
Notes 280
References 280
16 On Plants and Textual Representations of Plants: Learning to Reason in Institutional Categories 282
Introduction 282
Learning: A Conceptual Comment 284
Learning in Institutional Settings 285
Neuropsychological Inquiry, Categorization, and the Shaping of Cultural Minds 288
References 291
17 The Contributions of the Transactional Perspective to Instructional Design and the Analysis of Learning in Social Context 293
Usefulness and Truth 293
The Classroom Setting as an Emergent System 295
Excerpt 9 [0:10:28–0:11:38] 297
Excerpt 9 [0:14:02–0:15:21] 298
Excerpt 8 [0:28:52–0:29:07] 300
Instructional Design, Mathematics, and Modeling 301
Conclusion 305
References 306
18 Transacting with Clancey's "Transactional Perspective on the Practice-Based Science of Teaching and Learning" 308
Notes 321
References 321
19 Making Sense of Practice in Mathematics: Models, Theories and Disciplines 323
The Role of Competing Conceptions 325
Typicality and Bin Size 328
Spread, Prediction and Variability 330
Excerpt 7 [0:07:43–0:07:53] 331
Excerpt 7 [0:08:20–0:09:01] 332
Excerpt 7 [0:09:01–0:09:49] 332
Disciplines, Theories and Models 334
References 335
20 A Transactional Perspective on the Workshop: Looking Again and Wondering 337
Introduction 337
Informing Cognitive Science: Neuropsychology and Humor 338
Informing Instructional Practice: What Is the Point of the Graphing? 340
What Is a "Practice-Based Science of Teaching and Learning"? 344
Notes 345
References 345
Part V Synthesis 346
21 Do Moments Sum to Years? Explanations in Time 347
References 355
22 Cultural Forms, Agency, and the Discovery of Invention in Classroom Research on Learning and Teaching 357
Some Prospects and Problems for Secondary Analysis of Learning and Teaching in Video Recordings 359
On "Saying More than You Know" and Hearing More than Is Said with Graph Paper 363
On Being Positioned to Learn with Conceptual Agency While Representing Center and Spread 367
On Playful Aspects of Learning in Ensemble Performance 372
The Discovery of Invention in Classroom Research on Learning and Teaching 375
Notes 378
References 379
23 Reflections on Practice, Teaching/Learning, Video, and Theorizing 382
Introduction 382
A Review of Origins and Trajectories in the Recent Study of Interaction 383
Studying Interaction as a Learning Environment, Using Video 388
Use of Video Examples by Participants in the Workshop 390
Conclusion 396
References 398
24 Can We Afford Theories of Learning? 400
Does "Learning" Exist? 401
Yes, Learning Exists, But It Is Difficult to Talk About How It Works 402
Special Circumstances for Focusing on Learning 407
A Tentative Conclusion 408
Notes 410
References 411
Appendix A: Transcription Conventions 413
Appendix B: Excerpts from the Classroom 415
Excerpt 1: Day 26 (0:00:07–0:05:34) 415
Excerpt 2: Day 26 (0:08:08–0:09:58) 418
Excerpt 3: Day 26 (0:11:10–0:18:54) 420
Excerpt 4: Day 26 (0:20:51–0:32:25) 426
Excerpt 5: Day 26 (0:39:15–0:44:30) 435
Excerpt 6: Day 26 (0:49:38–0:52:32) 440
Excerpt 7: Day 27 (0:05:43–0:09:50) 443
Excerpt 8: Day 27 (0:22:40–0:29:07) 446
Excerpt 9: Day 28 (0:04:24–0:17:28) 447
Excerpt 10: Day 28 (0:18:50–0:22:03) 455
Excerpt 11: Day 28 (0:30:33–0:31:22) 457
Excerpt 12: Day 28 (0:42:23–1:00:56) 457
Author Index 471
Subject Index 477