Theories of learning and studies of instructional practice
Theories of Learning and Studies of Instructional Practice Timothy Koschmann, editor Though there have been numerous calls for educational researchers to attend more closely to the details of how teaching is actually done, instructional practice remains an inadequately studied topic. Theories of Lea...
| Other Authors: | Koschmann, Timothy D., SpringerLink (Online service) |
|---|---|
| Format: | eBook |
| Language: | English |
| Published: |
New York :
Springer,
©2011.
New York : [2011] |
| Physical Description: |
1 online resource (xvi, 487 pages) : illustrations. |
| Series: |
Explorations in the learning sciences, instructional systems and performance technologies ;
v. 1. |
| Subjects: |
| Summary: |
Theories of Learning and Studies of Instructional Practice Timothy Koschmann, editor Though there have been numerous calls for educational researchers to attend more closely to the details of how teaching is actually done, instructional practice remains an inadequately studied topic. Theories of Learning and Studies of Instructional Practice seeks to remedy this by helping construct a foundation for a practice-based science of instruction. It focuses on the fundamental question, what roles should theories of learning play in the study of instructional practice? In educational research, learning theories represent alternative conceptualizations of what we take learning to be. This volume examines three contemporary theories of learning with particular relevance to the study of practice, namely, situated learning, dialogic theory(or dialogism), and Deweyan transactionalism. Drawing upon a panel of internationally-prominent social scientists, psychologists, philosophers of education and teacher educators, the book critically evaluates the potential contributions of each to a science of instructional practice. Rather than considering these matters in the abstract, chapter authors illustrate their positions by applying the different treatments of learning to selected samples of instructional practice. The data analyzed come from a particular fifth-grade classroom in which an innovative way of teaching math was being tested. Extensive transcripts, images and exhibits are provided, enabling the reader to follow and evaluate the analytic arguments being presented. The volume, therefore, delivers precisely on its title--it provides both an articulation of current theories of learning and a series of carefully constructed studies of instructional practice, seeking to explore the relationship between them. In so doing the book offers no easy answers. Its purpose instead is to bring areas of controversy and confusion to the surface. For researchers and graduate students in the learning sciences, this provocative volume opens the door to the next crucial round of dialogue and debate. |
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| Item Description: |
Includes bibliographical references and indexes. Theories of Learning and Studies of Instructional Practice Timothy Koschmann, editor Though there have been numerous calls for educational researchers to attend more closely to the details of how teaching is actually done, instructional practice remains an inadequately studied topic. Theories of Learning and Studies of Instructional Practice seeks to remedy this by helping construct a foundation for a practice-based science of instruction. It focuses on the fundamental question, what roles should theories of learning play in the study of instructional practice? In educational research, learning theories represent alternative conceptualizations of what we take learning to be. This volume examines three contemporary theories of learning with particular relevance to the study of practice, namely, situated learning, dialogic theory(or dialogism), and Deweyan transactionalism. Drawing upon a panel of internationally-prominent social scientists, psychologists, philosophers of education and teacher educators, the book critically evaluates the potential contributions of each to a science of instructional practice. Rather than considering these matters in the abstract, chapter authors illustrate their positions by applying the different treatments of learning to selected samples of instructional practice. The data analyzed come from a particular fifth-grade classroom in which an innovative way of teaching math was being tested. Extensive transcripts, images and exhibits are provided, enabling the reader to follow and evaluate the analytic arguments being presented. The volume, therefore, delivers precisely on its title--it provides both an articulation of current theories of learning and a series of carefully constructed studies of instructional practice, seeking to explore the relationship between them. In so doing the book offers no easy answers. Its purpose instead is to bring areas of controversy and confusion to the surface. For researchers and graduate students in the learning sciences, this provocative volume opens the door to the next crucial round of dialogue and debate. Acknowledgments; Contents; List of Figures; List of Tables; Contributors; Part I Introductions; 1 Theorizing Practice; Practice as Treatment; Practice as Topic; Theories of Learning and Research on Instructional Practice; The Organization of the Book; Notes; References; 2 Designing to Support Long-Term Growth and Development; The Context; The Educational Design; First Phase: Purposes and Measures; Second Phase: From Difference to Structure; Third Phase: Coming to See the Sample as Varying; Fourth Phase: Distributions as Signatures of Growth Processes. Fifth Phase: Reconsidering Experiment The Classroom Data; Excerpt 1: Introduction of a Data Representation Challenge (Day 26); Excerpt 2: Getting Started (Day 26); Excerpt 3: How Should We Look? (Day 26); Excerpt 4: An Adult ''Assists'' (Day 26); Excerpt 5: Group 2 Explains Their Progress (Day 26); Excerpt 6: Group 5 Describes Their Approach to the Task to RL (Day 26); Excerpt 7: Suppose We Grew the Plants Again? (Day 27); Excerpt 8: Grouping or ''Binning'' the Data (Day 27); Excerpt 9: Showing Spread of the Data (Day 28); Excerpt 10: What Is a Good Representation? (Day 28). Excerpt 11: Another Clever (But Opaque) Solution (Day 28) Excerpt 12: A ''Typical Region'' of the Graph (Day 28); Coda; Notes; References; Part II The Situated Action Perspective; 3 A Situative Perspective on Cognition and Learning in Interaction; Two Examples from Our Previous Research; An Extended Controversy; Correcting a Course, or Not; Planting Abstraction in Representational Practice; The Activity: Designing and Evaluating Representations of Some Data; Some Semantic Features of the Graphs; A Lesson in Abstraction; Excerpt 5 [0:41:05-0:41:13]; Learning to Scale. Semantic Issues Abstraction; The Concept and Representation of ''Spread''; The Concept and Term ''Scale''; Excerpt 9 [0:11:03-0:11:04]; Excerpt 9 [0:11:18-0:11:26]; Excerpt 9 [0:11:46-0:11:47]; Excerpt 9 [0:12:26-0:12:39]; Excerpt 9 [0:12:48-0:13:27]; Excerpt 9 [0:13:51-0:13:52]; Excerpt 9 [0:15:22-0:15:37]; Excerpt 9 [0:16:22-0:16:40]; Systemic Issues; Conclusions; Notes; References; 4 A Commentary on Incommensurate Programs; Introduction; A Formal Analysis; Interaction as Social Psychology; Of Holy Grails; Some Alternative Analyses; Excerpt 1 [0:02:46-0:03:47]. Excerpt 5 [0:39:15-0:39:24] Excerpt 5 [0:39:43-0:39:56]; Excerpt 5 [0:40:05-0:40:11]; Excerpt 5 [0:40:11-0:40:49]; Excerpt 5 [0:40:39-0:41:15]; Conclusion; Notes; References; 5 Representational Competence: A Commentary on the Greeno Analysis of Classroom Practice; Understanding Graphing; Beyond Graphing; Conclusion; Notes; References; 6 The Interaction of Content and Control in Group Problem Solving and Learning; Conceptual Difficulties in the Theory of Mind; What Is Being Synthesized?; Content, Control and Computation; Uses and Limitations; Notes; References. English. |
| Physical Description: |
1 online resource (xvi, 487 pages) : illustrations. |
| Bibliography: |
Includes bibliographical references and indexes. |
| ISBN: |
9781441975829 1441975829 |