1st Edition
Knowing and Learning in Interaction Integrating Social and Cognitive Theories
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
Analysis
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
cognition
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.
Commentary
TBD
Ensemble learning and knowing: Developing a walking scale geometry dilation strategy
Ma, J.
Commentary
Hammer, D., & Conlin, L.
Interaction Analysis and the study of the imaginary
Nemirovsky, R. & Kelton, M.
Commentary
Brown, N. J. S.
Computational analysis and the importance of interactional detail or "Does all that stuff
really matter?"
Sherin, B.
Commentary
TBD
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.
Commentary
TBD
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.
Biography
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.
