Examines and evaluates the different methodologies which have been used to transfer knowledge to students in science and mathematics classrooms. This title examines how different types of interactions contribute to students' participation in, and understanding of concepts and their practical applications.
Classrooms provide extremely varied settings and styles through which learning may take place: including teacher-led conversations, small group discussions, through individual problem solving or with Computer Supported Collaborative Learning (CSCL). "Transformations of Knowledge in Classroom Interactions" examines and evaluates the different methodologies which have been used to transfer knowledge to students in science and mathematics classrooms, examining how different types of interactions contribute to students' participation in, and understanding of concepts and their practical applications. The contributions in this book offer rich descriptions and ways of understanding how learning occurs in both traditional and non-traditional settings.Combining theoretical perspectives with practical applications, the book includes discussions of: the roles of dialogue, discussion and argument in constructing knowledge; the role of guidance in constructing knowledge; abstracting processes in mathematics and science classrooms; and, the effect of environment, media and technology on learning processes.; Bringing together a broad range of contributions from leading international researchers, this book makes an important contribution to the field of knowledge transfer, and will appeal to all those engaged in academic research in education.
Introduction Part 1: Construction of knowledge in classroom interaction 1.1: The nested epistemic actions model for abstraction in context 1.2: The construction of physics knowledge in the classroom from different perspectives: the classroom as a community and the students as individuals 1.3: Technology-based algebra learning: epistemological discontinuities and curricular implications 1.4: Toward a trialogical approach to learning 1.5: Commentary on the chapters on the construction of knowledge Part 2: The role of the teacher in the transformation of knowledge in classroom interaction 2.1: Expert support for group work in elementary science: the role of consensus 2.2: Guidance in construction of knowledge: the troika of talk, tasks, and tools 2.3: Implementing technology-facilitated collaboration and awareness in the classroom -- roles for teachers, educational researchers and technology experts Part 3: The role of argumentation and dialogue in transformation of knowledge 3.1: intersubjective and intrasubjective rationalities in pedagogical debates: realising what one thinks 3.2: Transformation of robust misconceptions through peer argumentation 3.3: Commentary of the chapters by Baker and Asterhan