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|Title:||Science Learning as the Objectification of Discourse|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Otero, V. (2010). Science Learning as the Objectification of Discourse. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 1151-1158). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||The study presented here seeks to contribute to the dialog of how students come to learn disciplinary knowledge. Students in a highly-interactive physics course were studied as they constructed a model of magnetism. Two focus students were video taped throughout the 7-hour unit. They transitioned through 7 different representations of their models and their discourse and model-building practices evolved. The findings of this study are framed in terms of Sfard and Laive's (2005) ideas about the objectification of discourse as a definition of learning. The findings from this study are used to demonstrate the power of this perspective and to illustrate that the learning of disciplinary knowledge resulted from the students objectifying their discourse away from the self and its communication with other people and toward the self in relation to the human-independent world of magnetic phenomena.|
|Appears in Collections:||ICLS 2010|
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