1st Edition

Knowing and Learning in Interaction Integrating Social and Cognitive Theories

Edited By Andrea A. diSessa, Mariana Levin, John Seely Brown Copyright 2017
    544 Pages
    by Routledge

    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.

    Knowing and Learning in Interaction puts two traditions in dialogue with one another: Knowledge Analysis (KA), which draws on intellectual roots in developmental psychology 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.

    Section I: Orientation

    Studying knowing and learning in interaction: Knowledge Analysis and Interaction


    Brown, N. J. S., Levin, M., & diSessa, A.

    Knowledge Analysis: An introduction

    diSessa, A., Sherin, B., & Levin, M.

    Interaction Analysis revisited: Old assumptions and new methods in studies of knowing,

    learning, and teaching

    Hall, R., & Stevens, R.

    Section II: Empirical and Theoretical Work

    Ecologies of knowing: Lessons from the highly tailored practice of hobbies

    Azevedo, F. & Lee, V.

    Feedback-relevant places during explanatory narratives

    Brown, N. J. S.

    Socializing coordination class theory

    Danish, J. Enyedy, N. & Parnafes, O.

    Perspectives on the clinical interview as an interactive genre

    diSessa, A., Michaels, S. & Greeno, J.

    Bridging Knowledge Analysis and Interaction Analysis through understanding the

    dynamics of knowledge-in-use

    Gupta, A., Elby, A., Stevens, R. & Sawtelle, V.

    Gestures, speech, and manipulation of objects as a window and interface to individual


    Kapon, S.

    A coordination class theory lens on disciplined perception

    Levin, M. & diSessa, A.

    Examining typicality and variability of discourse in cognitive clinical interviews of student

    science knowledge

    Russ, R., Lee, V. & Sherin, B.

    Uncloaking epistemologies through Interaction Analysis

    Umphress, J.

    Section III: Dialogue

    On the interplay between natural descriptive and hidden machinery orientations to

    Knowledge and Interaction Analysis

    Hall, R., Nemirovsky, R, Ma, J. & Kelton, M.



    Ensemble learning and knowing: Developing a walking scale geometry dilation strategy

    Ma, J.


    Hammer, D., & Conlin, L.

    Interaction Analysis and the study of the imaginary

    Nemirovsky, R. & Kelton, M.


    Brown, N. J. S.

    Computational analysis and the importance of interactional detail or "Does all that stuff

    really matter?"

    Sherin, B.



    When and what is Protein? A micro-ethnographic case study of concept formation among a

    young child and his consociates at home and school

    Stevens, R.



    Section IV: Synthesis, Conclusions, and Prospects

    Jim Greeno, Professor Emeritus of Education at Stanford University and Visiting Scholar at

    University of Pittsburgh will write the first of the chapters in the final section of the volume.

    Allan Collins, Professor Emeritus of Education and Social Policy at Northwestern University,

    will provide a second perspective on frontiers and future prospects for the agenda developed in

    this volume. He was the founding editor of the journal Cognitive Science and the first chair of the Cognitive Science Society.


    Andrea diSessa is the Corey Professor of Education at University of California, Berkeley. He is a member of the National Academy of Education and a Fellow of the American Educational Research Association.

    Mariana Levin is a postdoctoral fellow in the Program in Mathematics Education at Michigan State University and co-founder of the Knowledge in Pieces (KiP) community.

    Nathaniel J.S. Brown is Visiting Assistant Professor of Educational Research, Measurement, and Evaluation at the Lynch School of Education, Boston College.