Overview

"Decades of research in the cognitive and learning sciences have led to a growing recognition of the incredibly multi-faceted nature of human knowing and learning. Up to now, this multifaceted nature has been visible mostly in distinct and often competing communities of researchers. From a purely scientific perspective, ""siloed"" science—where different traditions refuse to speak with one another, or merely ignore one another—is unacceptable. This ambitious volume attempts to kick-start a serious, new line of work that merges, or properly articulates, different traditions with their divergent historical, theoretical, and methodological commitments that, nonetheless, both focus on the highly detailed analysis of processes of knowing and learning as they unfold in interactional contexts in real time. Knowledge and Interaction puts two traditions in dialogue with one another: Knowledge Analysis (KA), which draws on intellectual roots in developmental psychology and cognitive modeling and focuses on the nature and form of individual knowledge systems, and Interaction Analysis (IA), which has been prominent in approaches that seek to understand and explain learning as a sequence of real-time moves by individuals as they interact with interlocutors, learning environments, and the world around them. The volume’s four-part organization opens up space for both substantive contributions on areas of conceptual and empirical work as well as opportunities for reflection, integration, and coordination."

Full Product Details

Author:   Andrea A. diSessa (University of California at Berkeley, USA) ,  Mariana Levin (Michigan State University, USA) ,  Nathaniel J.S. Brown (Boston College, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 3.60cm , Length: 22.90cm
Weight:   2.050kg
ISBN:  

9781138797130

ISBN 10:   1138797138
Pages:   614
Publication Date:   07 December 2015
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"Preface Acknowledgements List of Contributors Introduction Part 1: Foundations Chapter 1: Competence Reconceived: The Shared Enterprise of Knowledge Analysis and Interaction Analysis Nathaniel J. S. Brown, Joshua A. Danish, Mariana Levin, Andrea A. diSessa Chapter 2: Knowledge Analysis: An Introduction Andrea A. diSessa, Bruce L. Sherin, Mariana Levin Chapter 3 Interaction Analysis Approaches to Knowledge in Use Rogers Hall, Reed Stevens Part 2: Synthetic Analyses Chapter 4: Ecologies of Knowing: Lessons From the Highly Tailored Practice of Hobbies Flávio S. Azevedo, Victor R. Lee Chapter 5: A Microlatitudinal/Microlongitudinal Analysis of Speech, Gesture, and Representation Use in a Student’s Repeated Scientific Explanations of Phase Change David DeLiema, Victor R. Lee, Joshua A. Danish, Noel Enyedy, Nathaniel J. S. Brown Chapter 6: Working Towards an Integrated Analysis of Knowledge in Interaction Joshua A. Danish, Noel Enyedy, Orit Parnafes Commentary: When Will Science Surpass Our Intuitive Capacities as Expert Practitioners? Andrea A. diSessa Chapter 7: ""Seeing"" as Complex, Coordinated Performance: A Coordination Class Theory Lens on Disciplined Perception Mariana Levin, Andrea A. diSessa Chapter 8: Working Out: Mathematics Learning as Motor Problem Solving in Instrumented Fields of Promoted Action Dor Abrahamson, Dragan Trninic Chapter 9: Gestures, Speech, and Manipulation of Objects as a Window and Interface to Individual Cognition Shulamit Kapon Commentary: ""IA Lite"": Capturing Some of the Explanatory Power of Interaction Analysis Without Committing to Its Ontology Andrew Elby Chapter 10: Bridging Knowledge Analysis and Interaction Analysis Through Understanding the Dynamics of Knowledge in Use Ayush Gupta, Andrew Elby, Vashti Sawtelle Chapter 11: Ensemble Learning and Knowing: Developing a Walking Scale Geometry Dilation Strategy Jasmine Y. Ma Commentary: From the Individual to the Ensemble and Back Again Luke D. Conlin, David Hammer Chapter 12: Parents as Skilled Knowledge Practitioners Jessica F. Umphress Chapter 13: Knowledge and Interaction in Clinical Interviewing: Revoicing Andrea A. diSessa, James G. Greeno, Sarah Michaels, Catherine O’Connor Chapter 14: The Intersection of Knowledge and Interaction: Challenges of Clinical Interviewing Rosemary S. Russ, Bruce L. Sherin, Victor R. Lee Chapter 15: Feedback-Relevant Places: Interpreting Shifts in Explanatory Narratives Nathaniel J. S. Brown Part 3: Theoretical, Methodological, and Meta-Scientific Issues Chapter 16: Computational Analysis and the Importance of Interactional Detail Bruce L. Sherin Commentary: The Need for the Participant’s Perspective in a KAIA Joint Enterprise Noel Enyedy, Joshua A. Danish Chapter 17: Navigating Turbulent Waters: Objectivity, Interpretation, and Experience in the Analysis of Interaction Ricardo Nemirovsky, Molly L. Kelton Chapter 18: Three Meta-Scientific Micro-Essays Andrea A. diSessa Chapter 19: Towards a Generous* Discussion of Interplay Between Natural Descriptive and Hidden Machinery Approaches in Knowledge and Interaction Analysis Rogers Hall, Ricardo Nemirovsky, Jasmine Y. Ma, Molly L. Kelton Commentary: ""Openness"" as a Shared Research Aesthetic Between Knowledge Analysis and Interaction Analysis Mariana Levin Commentary: How Science is Done Andrea A. diSessa Part 4: Reflections and Prospects Chapter 20: Another Candidate for Relating Knowledge Analysis and Interaction Analysis: Mitchell’s Integrative Pluralism James G. Greeno Chapter 21: That Old Problem of Intersubjectivity Timothy Koschmann Chapter 22: Reflections: The KAIA Project and Prospects Andrea A. diSessa, Mariana Levin, Nathaniel J. S. Brown Index"

Reviews

This volume brings together Knowledge Analysis and Interaction Analysis, two traditions that are important to the past, present, and future of the learning sciences. While some argue that these traditions are on opposite sides of the cognitive-situative divide, they are brought together here in ways that seek common ground and move the field forward rather than focusing on the differences. The dialogue created here will make this book a new classic for the learning sciences. --Cindy Hmelo-Silver, Barbara B. Jacobs Chair in Education and Technology, Professor of Learning Sciences, and Director of the Center for Research on Learning and Technology at Indiana University, USA This timely volume offers a refined, subtle, and deeply engaged conversation among leading scholars who represent two important perspectives on how people learn: the dynamics of how knowledge grows and how social, embodied, situated learners interact to grow it. From mutual accountability to overlapping perspectives, the contributors provide the foundation for a next generation of detailed studies of how human competence evolves. --Jeremy Roschelle, Director, Center for Technology in Learning, SRI Education, USA This book builds a productive dialogue among a group of prominent researchers from two traditions, Knowledge Analysis and Interaction Analysis. Each tradition seeks, in different ways, to understand and explain learning, and the authors enrich the research with ample documentation to provoke reflection on the complexities of the two traditions. By documenting their own struggles, this volume will help to foster mutual understanding and respect between sometimes hostile research traditions, and point to some tantalising new insights into research questions and methodologies. --Professor Dame Celia Hoyles DBE, Professor of Mathematics Education, London Knowledge Lab, University College London, UK

This volume brings together Knowledge Analysis and Interaction Analysis, two traditions that are important to the past, present, and future of the learning sciences. While some argue that these traditions are on opposite sides of the cognitive-situative divide, they are brought together here in ways that seek common ground and move the field forward rather than focusing on the differences. The dialogue created here will make this book a new classic for the learning sciences. --Cindy Hmelo-Silver, Barbara B. Jacobs Chair in Education and Technology, Professor of Learning Sciences, and Director of the Center for Research on Learning and Technology at Indiana University, USA This timely volume offers a refined, subtle, and deeply engaged conversation among leading scholars who represent two important perspectives on how people learn: the dynamics of how knowledge grows and how social, embodied, situated learners interact to grow it. From mutual accountability to overlapping perspectives, the contributors provide the foundation for a next generation of detailed studies of how human competence evolves. --Jeremy Roschelle, Director, Center for Technology in Learning, SRI Education, USA

This volume brings together Knowledge Analysis and Interaction Analysis, two traditions that are important to the past, present, and future of the learning sciences. While some argue that these traditions are on opposite sides of the cognitive-situative divide, they are brought together here in ways that seek common ground and move the field forward rather than focusing on the differences. The dialogue created here will make this book a new classic for the learning sciences. --Cindy Hmelo-Silver, Barbara B. Jacobs Chair in Education and Technology, Professor of Learning Sciences, and Director of the Center for Research on Learning and Technology at Indiana University, USA This timely volume offers a refined, subtle, and deeply engaged conversation among leading scholars who represent two important perspectives on how people learn: the dynamics of how knowledge grows and how social, embodied, situated learners interact to grow it. From mutual accountability to overlapping perspectives, the contributors provide the foundation for a next generation of detailed studies of how human competence evolves. --Jeremy Roschelle, Director, Center for Technology in Learning, SRI Education, USA This book builds a productive dialogue among a group of prominent researchers from two traditions, Knowledge Analysis and Interaction Analysis. Each tradition seeks, in different ways, to understand and explain learning, and the authors enrich the research with ample documentation to provoke reflection on the complexities of the two traditions. By documenting their own struggles, this volume will help to foster mutual understanding and respect between sometimes hostile research traditions, and point to some tantalising new insights into research questions and methodologies. --Professor Dame Celia Hoyles DBE, Professor of Mathematics Education, London Knowledge Lab, University College London, UK

Author Information

Andrea A. diSessa is Corey Professor of Education Emeritus and Professor of the Graduate School at the University of California, Berkeley, USA. He is a member of the National Academy of Education and a Fellow of the American Educational Research Association. Mariana Levin is Assistant Professor of Mathematics Education in the Department of Mathematics at Western Michigan University. Nathaniel J. S. Brown is Associate Research Professor of Educational Research, Measurement, and Evaluation at the Lynch School of Education, Boston College, USA.

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