Please use this identifier to cite or link to this item:
|Title:||Combining Knowledge And Interaction Perspectives to Decipher Learning During A Clinical Interview|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Kapon, S. (2012). Combining Knowledge And Interaction Perspectives to Decipher Learning During A Clinical Interview. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 511-512). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||The mystery of how instruction leads to learning of disciplinary-based knowledge is examined through a fine grained analysis of a learning episode taken from a clinical interview in physics. The analysis employs two distinct theoretical perspectives, the Knowledge in Pieces perspective on conceptual change (diSessa, 1993), and a distributed perspective of learning (Stevens & Hall, 1998), linking the student's knowledge in-use and in- development to the interaction with the interviewer/tutor and the learning artifacts.|
|Appears in Collections:||ICLS 2012|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.