Images of Learning

  • Andrea A. diSessa
Part of the NATO ASI Series book series (volume 84)


Images can be powerful devices for communicating and for organizing activities. In this chapter, I examine the status of images of good learning practice, formulate some ways to judge them, and advocate images associated with our Boxer Project’s goals. Along the way, I propose some first steps toward understanding the structure of activities and present a brief case study of a remarkable classroom activity in which a group of sixth grade children essentially invented graphing as a way of representing motion.


Computational media Structure of activities 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Bamberger, J. (in press). The mind behind the musical ear. Cambridge, MA: Harvard University Press.Google Scholar
  2. 2.
    Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32–42.Google Scholar
  3. 3.
    Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.Google Scholar
  4. 4.
    diSessa, A. A. (1988). Knowledge in pieces. In G. Forman & P. Pufall (Eds.), Constructivism in the computer age, 49–70. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
  5. 5.
    diSessa, A. A. (1990). Social niches for future software. In M. Gardner, J. Greeno, F. Reif, A. Schoenfeld, A. diSessa, & E. Stage (Eds.), Toward a scientific practice of science education, 301–322. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
  6. 6.
    diSessa, A. A. (in press). Toward an epistemology of physics. Cognition and Instruction.Google Scholar
  7. 7.
    diSessa, A. A. (in press). Epistemological micro-models. Genetic psychology and cognitive science: Proceedings of the eleventh advanced course of the Archives Jean Piaget Foundation.Google Scholar
  8. 8.
    diSessa, A. A., Hammer, D., Sherin, B. & Kolpakowski, T. (in press). Inventing graphing: Children’s meta-representational expertise. Journal of Mathematical Behavior, 10 (2).Google Scholar
  9. 9.
    Lave, J. & Wenger, E. (in press). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.Google Scholar
  10. 10.
    Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
  11. 11.
    Saxe, G. B. (in press). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
  12. 12.
    Schäuble, L., Klopfer, L. E., & Raghavan, K. (1991). Students’ transition from an engineering model to a scientific model of experimentation. Unpublished manuscript, Learning Research and Development Center, University of Pittsburgh.Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 1992

Authors and Affiliations

  • Andrea A. diSessa
    • 1
  1. 1.Graduate School of EducationUniversity of California at BerkeleyBerkeleyUSA

Personalised recommendations