Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2351
Title: Combining Knowledge And Interaction Perspectives to Decipher Learning During A Clinical Interview
Authors: Kapon, Shulamit
Issue Date: Jul-2012
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.
URI: https://doi.dx.org/10.22318/icls2012.2.511
https://repository.isls.org//handle/1/2351
Appears in Collections:ICLS 2012

Files in This Item:
File SizeFormat 
511-512.pdf124.39 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.