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Theories of Learning and Studies of Instructional Practice

  • Timothy Koschmann

Table of contents

  1. Front Matter
    Pages i-xvi
  2. Introductions

    1. Front Matter
      Pages 1-1
    2. Timothy Koschmann
      Pages 3-17
    3. Richard Lehrer, Leona Schauble
      Pages 19-38
  3. The Situated Action Perspective

  4. A Dialogic Theory of Learning

    1. Front Matter
      Pages 151-151
    2. James V. Wertsch, Sibel Kazak
      Pages 153-166
    3. Bruce Sherin
      Pages 189-200
    4. Rupert Wegerif
      Pages 201-221
    5. James V. Wertsch, Sibel Kazak
      Pages 239-243
  5. Transactional Inquiry

  6. Synthesis

  7. Back Matter
    Pages 417-487

About this book

Introduction

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.

Keywords

dialogic learning instructional design learning sciences practiced-based teaching representational competence situated action textual representations transactional inquiry

Editors and affiliations

  • Timothy Koschmann
    • 1
  1. 1.School of Medicine, Dept. Medical EducationSouthern Illinois UniversitySpringfieldUSA

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