Collective Learning Structures: Complexity Science Metaphors for Teaching [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p357-364.

Autor/inn/en	Namukasa, Immaculate; Simmt, Elaine
Titel	Collective Learning Structures: Complexity Science Metaphors for Teaching [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p357-364.
Quelle	3 (2003), S.357-364 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Interpersonal Relationship; Ecology; Interaction; Educational Environment; Models; Teaching Methods; Learning Strategies; Foreign Countries; Grade 7; Learning Theories; Group Discussion; Teacher Role; Social Cognition; Canada + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ökologie; Interaktion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Learning theory; Lerntheorie; Gruppendiskussion; Lehrerrolle; Soziale Kognition; Kanada
Abstract	The purpose of this paper is to discuss the activities of collective learning structures. Drawing from ecological-complexity theory it elaborates on a theoretical framework for observing and acting upon collective learning. To interpret the relation between individual action, social interaction and the collective cognitive domain we adopt the thermodynamic notion of energy-rich matter and the enactivist notion of inter-objectivity. We study the structure, the behavior and the ecology of the collective cognitive domain not only as a catalyst for individual learning, but as a learning body in itself, that emerges from the actions and interactions of individual learning agents. (Contains 1 figure.) [For complete proceedings, see ED500858.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10