Hooks and Shifts: A Dialectical Study of Mediated Discovery
Hooks and Shifts: A Dialectical Study of Mediated Discovery
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DOI：
10.1007/s10758-011-9177-y
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发表时间：
2011-04-01
影响因子：
3.3
通讯作者：
Lee, Rosa G.
中科院分区：
文献类型：
--
作者：
Abrahamson, Dor;Trninic, Dragan;Lee, Rosa G.
激进的建构主义者主张以发现为基础的教学制度，使学生能够逐步和不断地调整他们的认知结构，以适应工具化的文化环境。然而，一些社会文化理论家坚持认为，学习意味着概念发展的不连续性，因为新手必须适当的专家分析，这些分析与他们天真的观点不相称。采用和解，辩证的角度来看，我们同意，天真和分析计划是不同的操作和文化历史文物是工具的示意图重新配置，但认为学生可以引导引导这种重新配置在原地，此外，学生可以这样做，没有任何直接的建模从人流利的情况下使用的文物。为了支持这一中介发现假说的可验证性，我们提出并分析了从经验数据中选择的小插曲，这些经验数据是在一项以设计为基础的研究中收集的，该研究通过引导参与基于技术的具体互动来调查比例推理的微观起源。22名4-6年级学生参加了单独或配对的半结构化指导临床
Radical constructivists advocate discovery-based pedagogical regimes that enable students to incrementally and continuously adapt their cognitive structures to the instrumented cultural environment. Some sociocultural theorists, however, maintain that learning implies discontinuity in conceptual development, because novices must appropriate expert analyses that are schematically incommensurate with their naive views. Adopting a conciliatory, dialectical perspective, we concur that naive and analytic schemes are operationally distinct and that cultural-historical artifacts are instrumental in schematic reconfiguration yet argue that students can be steered to bootstrap this reconfiguration in situ; moreover, students can do so without any direct modeling from persons fluent in the situated use of the artifacts. To support the plausibility of this mediated-discovery hypothesis, we present and analyze vignettes selected from empirical data gathered in a conjecture-driven design-based research study investigating the microgenesis of proportional reasoning through guided engagement in technology-based embodied interaction. 22 Grade 4-6 students participated in individual or paired semi-structured tutorial clinical