The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Learning scientific concepts through material and social activities: Conversational analysis meets conceptual change
Open accessAbstract
The number of analyses of cognitive activity situated in a material and social world has increased. It has been particularly challenging to the theoretician and researcher to make the bridge from macrosocial theories of cultural learning to microanalytic details of situated human activities for learning in specific subject domains. The ontogenesis of conceptual change in scientific thinking provides a central case for examining this problem. A sociocultural framework informed by studies of conversation analysis is described, in which meaning negotiation and appropriation are identified as mechanisms for achieving such conceptual change. Key implications of this perspective for the design and study of learning environments are outlined.
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Citations
Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645
Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics
Collins, A., Brown, J. S., & Newman, S. E. (2018) · Knowing, Learning, and Instruction · doi:10.4324/9781315044408-14 · Cited by 3,674
Cognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics
Collins, A., Brown, J. S., Newman, S. E., & Montclair State University (1988) · Thinking: The Journal of Philosophy for Children · doi:10.5840/thinking19888129 · Cited by 1,299
Tools for bridging the cultures of everyday and scientific thinking
Hawkins, J., & Pea, R. D. (1987) · Journal of Research in Science Teaching · doi:10.1002/tea.3660240404 · Cited by 202
Self-citation
Cited by
Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018) · American Psychologist · doi:10.1037/amp0000151 · Cited by 2,286
Schraw, G., Crippen, K. J., & Hartley, K. (2006) · Research in Science Education · doi:10.1007/s11165-005-3917-8 · Cited by 1,529
Kozma, R. (2003) · Learning and Instruction · doi:10.1016/s0959-4752(02)00021-x · Cited by 527
The Emergence of Abstract Representations in Dyad Problem Solving
Schwartz, D. L. (1995) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0403_3 · Cited by 410
Engaging students in active learning: The case for personalized multimedia messages.
Moreno, R., & Mayer, R. E. (2000) · Journal of Educational Psychology · doi:10.1037//0022-0663.92.4.724 · Cited by 387
Metadata
- Authors
- Pea, R. D.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 1993-06
- Volume
- 28
- Issue
- 3
- Pages
- 265-277
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W1965853749
- Cited by
- 180
- References
- 5
- FWCI
- 22.59
- Type
- journal article
- Language
- en
- Open access
- green
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