Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3631
Title: Learning as Perspective Taking: Conceptual Alignment in the Classroom
Authors: Greeno, James G.
MacWhinney, Brian
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Greeno, J. G. & MacWhinney, B. (2006). Learning as Perspective Taking: Conceptual Alignment in the Classroom. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 930-931). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: This poster presents an extension of the psycholinguistic theory of perspective taking to the analysis of reasoning and problem solving in discursive interaction. This extension amends and generalizes schema theory. We present illustrations of perspectival alignments achieved when constructing causal explanations or solving problems, including ways that perspectives shifted during the interactions. We hypothesize that successful learning arises in classrooms when students realign their perspectives with new models.
URI: https://doi.dx.org/10.22318/icls2006.930
https://repository.isls.org//handle/1/3631
Appears in Collections:ICLS 2006

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