Activity, context, interaction, and authority - Learning to write scientific papers in situ
Activity, context, interaction, and authority - Learning to write scientific papers in situ
复制标题
DOI：
10.1177/1050651997011002001
复制
发表时间：
1997-04-01
影响因子：
2.2
通讯作者：
Blakeslee, AM
中科院分区：
文献类型：
--
作者：
Blakeslee, AM
情境学习理论为如何通过学术和专业领域的新手和经验丰富的从业者之间的互动来支持和处理学习写作提供了有用的见解。这篇文章报告了一项关于物理学中师徒关系的研究结果，阐述了在高级学术背景下，这种过程是如何在教授作曲方面起作用的，以及什么能使它们更有效或更不有效。作者确定并讨论了在这种背景下可能限制情境学习的三个因素，以及据称通过这种学习发生的权威传递。这些因素包括新手现有的作曲技能和方法，这可能会限制他们获得和使用新技能；情境学习的含蓄性，这可能会给新手带来困难，因为他们很难掌握构成学科文本所涉及的概念复杂性；权威在从业者/新人关系中的定位和分配，这可能会阻碍新人通过对自己的领域做出原创性贡献来努力获得和建立自己的权威。
Situated learning theories offer useful insights into how learning to write can be supported and transacted through interactions between newcomers and experienced practitioners in academic and professional domains. Reporting the findings from a study of a mentoring relationship in physics, this article addresses how such processes work to teach composing in advanced academic contexts and what can make them more or less effective. The author identifies and discusses three factors that may constrain situated learning in such contexts and the transmission of authority that purportedly occurs through such learning. These factors include newcomers' existing skills for, and approaches to, composing, which may limit their acquisition and use of new skills; the implicitness of situated learning, which may pose difficulties for newcomers as they struggle to grasp the conceptual complexity entailed in composing disciplinary texts; and the location and distribution of authority in practitioner/newcomer relationships, which may inhibit newcomers as they struggle to acquire and establish their own authority by making original contributions to their fields.