Conceptual Change within Dyadic Interactions: The Dance of Conceptual and Material Agency

Autor/inn/en	Heyd-Metzuyanim, Einat; Schwarz, Baruch B.
Titel	Conceptual Change within Dyadic Interactions: The Dance of Conceptual and Material Agency
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 45 (2017) 5, S.645-677 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heyd-Metzuyanim, Einat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-017-9419-z
Schlagwörter	Learning Processes; Science Process Skills; Knowledge Level; Resistance (Psychology); Metacognition; Evaluation Criteria; Abstract Reasoning; Discourse Analysis; Social Theories + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Wissensbasis; Resistenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Abstraktes Denken; Denken; Diskursanalyse; Gesellschaftstheorie
Abstract	We offer a new approach to emergent knowledge in processes of conceptual change in dyadic interaction by drawing on Pickering's ("The Mangle of Practice," The University of Chicago Press, London, 1995) Mangle of Practice theory, which theorizes the emergence of new scientific knowledge as occurring due to material resistance and human accommodations to such resistance. We use Commognition (Sfard in "Thinking as communicating," Cambridge University Press, New York, 2008), which conceptualizes learning as a change in discourse, and conceptual change as change in meta-discursive rules, to examine the interaction between several dyads working on proportional reasoning tasks. These dyads were selected for close scrutiny based on a large previous experimental study designed to examine the most productive constellation for pairing students of different levels with or without a hypothesis testing device. The Mangle helps us theorize the emergent, unpredictable aspects of learning and conceptual change. We provide three criteria for examining the productivity of the interaction: Availability of an alternative discourse (proportional vs. additive), Resistance of material/disciplinary agency and Positioning of students to make meta-discursive shifts. We discuss this model as an aid for monitoring and designing learning situations that enhance conceptual change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01