Knowing and Learning in Interaction attempts to kick-start a serious, new line of work that merges, or properly articulates, different research 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 attempts to kick-start a serious, new line of work that merges, or properly articulates, different research 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.
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.
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.
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