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Theories of learning and studies of instructional practice

edited byTimothy Koschmann

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Theorizing practice Timothy Koschmann

pp.3-17

https://doi.org/10.1007/978-1-4419-7582-9_1
Designing to support long-term growth and development Richard Lehrer Leona Schauble

pp.19-38

https://doi.org/10.1007/978-1-4419-7582-9_2
A situative perspective on cognition and learning in interaction James G. Greeno

pp.41-71

https://doi.org/10.1007/978-1-4419-7582-9_3
A commentary on incommensurate programs Douglas Macbeth

pp.73-103

https://doi.org/10.1007/978-1-4419-7582-9_4
Representational competence

a commentary on the Greeno analysis of classroom practice

Allan Collins

pp.105-111

https://doi.org/10.1007/978-1-4419-7582-9_5
The interaction of content and control in group problem solving and learning Eric Bredo

pp.113-122

https://doi.org/10.1007/978-1-4419-7582-9_6
Working both sides Kay McClain

pp.123-137

https://doi.org/10.1007/978-1-4419-7582-9_7
Responses to the commentaries James G. Greeno

pp.139-150

https://doi.org/10.1007/978-1-4419-7582-9_8
Saying more than you know in instructional settings James WertschSibel Kazak

pp.153-166

https://doi.org/10.1007/978-1-4419-7582-9_9
Schooling

domestication or ontological construction?

Martin J Packer

pp.167-188

https://doi.org/10.1007/978-1-4419-7582-9_10
Developing fluency versus conceptual change Bruce Sherin

pp.189-200

https://doi.org/10.1007/978-1-4419-7582-9_11
From dialectic to dialogic Rupert Wegerif

pp.201-221

https://doi.org/10.1007/978-1-4419-7582-9_12
Vygotsky and teacher education in the knowledge age Sharon Derry

pp.223-238

https://doi.org/10.1007/978-1-4419-7582-9_13
Responses to the commentaries James WertschSibel Kazak

pp.239-243

https://doi.org/10.1007/978-1-4419-7582-9_14
A transactional perspective on the practice-based science of teaching and learning William J. Clancey

pp.247-278

https://doi.org/10.1007/978-1-4419-7582-9_15
On plants and textual representations of plants

learning to reason in institutional categories

Roger Säljö

pp.279-289

https://doi.org/10.1007/978-1-4419-7582-9_16
The contributions of the transactional perspective to instructional design and the analysis of learning in social context Paul Cobb

pp.291-305

https://doi.org/10.1007/978-1-4419-7582-9_17
Transacting with Clancey's "transactional perspective on the practice-based science of teaching and learning" Jim Garrison

pp.307-321

https://doi.org/10.1007/978-1-4419-7582-9_18
Making sense of practice in mathematics

models, theories and disciplines

Jere Confrey

pp.323-336

https://doi.org/10.1007/978-1-4419-7582-9_19
A transactional perspective on the workshop

looking again and wondering

William J. Clancey

pp.337-345

https://doi.org/10.1007/978-1-4419-7582-9_20
Do moments sum to years?

explanations in time

Richard Lehrer Leona Schauble

pp.349-358

https://doi.org/10.1007/978-1-4419-7582-9_21
Cultural forms, agency, and the discovery of invention in classroom research on learning and teaching Rogers Hall

pp.359-383

https://doi.org/10.1007/978-1-4419-7582-9_22
Reflections on practice, teaching/learning, video, and theorizing Frederick Erickson

pp.385-402

https://doi.org/10.1007/978-1-4419-7582-9_23
Can we afford theories of learning? Ray McDermott

pp.403-415

https://doi.org/10.1007/978-1-4419-7582-9_24

Publication details

Publisher: Springer

Place: Dordrecht

Year: 2011

Pages: 487

Series: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies

Series volume: 1

ISBN (hardback): 978-1-4419-7581-2

ISBN (digital): 978-1-4419-7582-9

Full citation:

Koschmann Timothy (2011) Theories of learning and studies of instructional practice. Dordrecht, Springer.