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OverviewFull Product DetailsAuthor: Baruch Schwarz (The Hebrew University, Jerusalem, Israel) , Tommy Dreyfus (Tel Aviv University, Israel) , Rina HershkowitzPublisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.60cm , Height: 1.90cm , Length: 23.40cm Weight: 0.780kg ISBN: 9780415492249ISBN 10: 0415492246 Pages: 334 Publication Date: 15 April 2009 Audience: College/higher education , Tertiary & Higher Education Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsIntroduction Part 1: Construction of knowledge in classroom interactions 1. The nested epistemic actions model of abstraction in context Baruch Schwarz, Hebrew University of Jerusalem, Israel, Tommy Dreyfus, Tel Aviv University, Israel and Rina Hershkowitz, Weizmann Institute of Science, Rehovot, Israel 2. Construction of physics knowledge in the classroom from different perspectives: the classroom as a community and the students as individuals, Andrée Tiberghien, CNRS Université de Lyon, France and Layal Malkoun 3. Technology based algebra learning: epistemological discontinuities and curricular implications Michal Yerushalmy, University of Haifa, Israel 4. Toward trialogical approach to learning, Kai Hakkarainen, University of Joensuu, Finland and Sami Paavola, University of Helsinki, Finland 5. Commentary on the chapters on the construction of knowledge, Ivy Kidron, Jerusalem College of Technology and John Monaghan, University of Leeds, UK Part 2: The role of the teacher in the transformation of knowledge in classroom interactions 6. Expert Support for Group Work in Elementary Science: The Role of Consensus, Christine Howe, University of Cambridge, UK 7. Guidance in Construction of Knowledge in the Classroom: the troika of talk, tasks and tools, Sarah Michaels, Clark University, USA, M.C. O’Connor, Boston University, USA, Richard Sohmer, The Investigators Club, USA and Lauren Resnick, University of Pittsburgh, USA 8. Implementing technology-facilitated collaboration and awareness in the classroom - roles for teachers, educational researchers and technology experts, Ulrich Hoppe, University of Duisburg-Essen, Germany, Reuma De-Groot, Hebrew University of Jerusalem, Israel and Rakheli Hever, The Hebrew Univesity Jerusalem Part 3: The role of argumentation and dialogue in the transformation of knowledge 9. Intersubjective and intrasubjective rationalities in pedagogical debates: realising what one thinks, Michael Baker, CNRS & Université Paris X, France 10. Transformation of robust misconceptions through peer argumentation Christa S. C. Asterhan and Baruch B. Schwarz, The Hebrew University of Jerusalem, Israel 11. Commentary on the chapters by Baker, and Asterhan and Schwarz through the lenses of commognition, Anna Sfard, University of Haifa, Israel 12. A dialogue on dialogue and its place within education, Rupert Wegerif, Exeter University, UK, Jerry Andriessen, University of Utrecht, Paolo Boero, University of Genova, Italy and Ellice Forman, Universty of Pittsburgh, USA Part 4: Methodologies for studying transformation of knowledge in classroom interaction 13. A methodological framework and empirisal techniques for studying the travel of ideas in classroom communities, Geoffrey B. Saxe, Meghan Shaughnessy, Darrell Earnest, Sarah Cremer, Linda Platas and Adena Young, University of California, Berkeley, USA 14. A Design Research Perspective on the Identities that Students are Developing in Mathematics Classrooms, Paul Cobb, Vanderbilt University, Nashville, TN, USA, Melissa Gresalfi, University of Indiana, USA and Lynn Liao Hodge, University of Tennessee, USA 15. Methodological Considerations in the Study of Intersubjectivity Among Participants of a Dialogic Mathematics Classroom , Mitchell J. Nathan, University of Wisconsin-Madison, USA, Billie Eilam, University of Haifa, Israel and Suyeon Kim, University of Wisconsin-Madison, USA 16. Comparing and contrasting methodologies: a commentary, Angelika Bikner-Ahsbahs, University of Bremen, Germany and Gaye Williams, Deakin University, Australia Part 5: General reflections on transformations of knowledge in classroom interactions 17. Contour lines between a model as a theoretical framework and the same model as methodological tool, Rina Hershkowitz, Wiezmann Institute of Science, Rehovot, Israel 18. Learning in schools: a dialectical materialistic, cultural-historical activity theoretic perspective, Wolff-Michael Roth, University of Victoria 19. Sociogenesis and cognition: the struggle between social and cognitive activities, Sten Ludvigsen, University of Oslo.ReviewsAuthor InformationBaruch Schwarz is Associate Professor of Education, School of Education, The Hebrew University of Jerusalem, Israel. Tommy Dreyfus is Professor of Science Education, Tel Aviv University, Israel. Rina Hershkowitz is Head Researcher, Department of Science Teaching, Weizmann Institute of Science, Israel. Tab Content 6Author Website:Countries AvailableAll regions |
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