Pub Date : 2020-07-02DOI: 10.1080/07370008.2020.1774770
Kris D. Gutiérrez
Abstract Considering the special issue on learning-on-the move in light of earlier work on learning as movement, this commentary reflects on how the articles in the special issue expand the field’s theoretical matrix of the sociohistorical, cognitive, sociopolitical, sociocultural, relational, and spatial. Taken together, they tease out new subject-object, subject-subject, and culture-nature relations, and explore the significance of the movement of people and tools across and within tasks, place, everyday events, and interactions in terms of learning and development, human agency, and dignity.
{"title":"When Learning as Movement meets Learning on the Move","authors":"Kris D. Gutiérrez","doi":"10.1080/07370008.2020.1774770","DOIUrl":"https://doi.org/10.1080/07370008.2020.1774770","url":null,"abstract":"Abstract Considering the special issue on learning-on-the move in light of earlier work on learning as movement, this commentary reflects on how the articles in the special issue expand the field’s theoretical matrix of the sociohistorical, cognitive, sociopolitical, sociocultural, relational, and spatial. Taken together, they tease out new subject-object, subject-subject, and culture-nature relations, and explore the significance of the movement of people and tools across and within tasks, place, everyday events, and interactions in terms of learning and development, human agency, and dignity.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"427 - 433"},"PeriodicalIF":3.3,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1774770","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43698817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-25DOI: 10.1080/07370008.2020.1777999
Megan Bang
Abstract This issue is particularly timely, in its plea to the field to understand that human learning and development have always been on the move—always migrating—even if and when we construct sedentarist bias and territorial boundaries of the nation-state as normative or when we remember or remake as “ambulatory we’s” as we engage in “ongoing re-collection and re-membering of dynamic social and spatial relationships”. As each paper in the issue makes poignantly clear with important conceptual and methodological contributions, place is always in the making through our movements and relations, through our ways of coming to know and be together, and through our creative and accountable analysis, data, and narrative. Non-movements are social constructions—humans, like all life, are mobile. Non-movement is an historically accumulating bias that serves the long trajectory of powered struggles in western knowledge systems and societies ontological assertions of human exceptionalism and supremacy. Mobilities, migrations, and places—how we see them, how we make them, how we dream them and how we story them—are consequential. Each paper in this issue contributes unique insights into how learning and development are always on the move—even despite the sedentarist bias that has dominated learning and the construction of human knowing and activity since enlightenment—and this issue helps to create new pathways of scholarship.
{"title":"Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures","authors":"Megan Bang","doi":"10.1080/07370008.2020.1777999","DOIUrl":"https://doi.org/10.1080/07370008.2020.1777999","url":null,"abstract":"Abstract This issue is particularly timely, in its plea to the field to understand that human learning and development have always been on the move—always migrating—even if and when we construct sedentarist bias and territorial boundaries of the nation-state as normative or when we remember or remake as “ambulatory we’s” as we engage in “ongoing re-collection and re-membering of dynamic social and spatial relationships”. As each paper in the issue makes poignantly clear with important conceptual and methodological contributions, place is always in the making through our movements and relations, through our ways of coming to know and be together, and through our creative and accountable analysis, data, and narrative. Non-movements are social constructions—humans, like all life, are mobile. Non-movement is an historically accumulating bias that serves the long trajectory of powered struggles in western knowledge systems and societies ontological assertions of human exceptionalism and supremacy. Mobilities, migrations, and places—how we see them, how we make them, how we dream them and how we story them—are consequential. Each paper in this issue contributes unique insights into how learning and development are always on the move—even despite the sedentarist bias that has dominated learning and the construction of human knowing and activity since enlightenment—and this issue helps to create new pathways of scholarship.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"434 - 444"},"PeriodicalIF":3.3,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1777999","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44692050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-22DOI: 10.1080/07370008.2020.1782411
F. Raia, Michael S. Smith
Abstract Developing a sound ability of noticing is a crucial competency for both teachers and medical professionals in the respective professional and disciplinary communities. In this article, we investigate noticing in practice—how members of a professional community in the high-tech modern medicine specialty of Advanced Heart Failure use this ability toward developing and sustaining what it means to be a competent practitioner and what counts as a relevant practice of noticing in their moment-to-moment training. A multimodal analysis of videotaped practice is conducted on professionals’ interactions who are simultaneously engaged in multiple activities: patient care and teaching and learning in graduate medical education. Toward this end, we expand the concept of noticing to (1) include a relational aspect, attending to and caring for the Other (students, patients); and (2) shift the analytic focus from an observer’s interpretation of a scene to a concerted production of the scenic features to make sense of noticing in practice.
{"title":"Practitioners’ Noticing and Know-How in Multi-Activity Practice of Patient Care And Teaching and Learning","authors":"F. Raia, Michael S. Smith","doi":"10.1080/07370008.2020.1782411","DOIUrl":"https://doi.org/10.1080/07370008.2020.1782411","url":null,"abstract":"Abstract Developing a sound ability of noticing is a crucial competency for both teachers and medical professionals in the respective professional and disciplinary communities. In this article, we investigate noticing in practice—how members of a professional community in the high-tech modern medicine specialty of Advanced Heart Failure use this ability toward developing and sustaining what it means to be a competent practitioner and what counts as a relevant practice of noticing in their moment-to-moment training. A multimodal analysis of videotaped practice is conducted on professionals’ interactions who are simultaneously engaged in multiple activities: patient care and teaching and learning in graduate medical education. Toward this end, we expand the concept of noticing to (1) include a relational aspect, attending to and caring for the Other (students, patients); and (2) shift the analytic focus from an observer’s interpretation of a scene to a concerted production of the scenic features to make sense of noticing in practice.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"445 - 473"},"PeriodicalIF":3.3,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1782411","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42933719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-04DOI: 10.1080/07370008.2020.1767104
A. Marin
Abstract There is a growing corpus of research in the educational sciences that explores the multiple ways in which mobility, or people’s movement from place to place and through places, both constitutes and influences learning. Ambulatory methods and walking interviews are increasingly being used by social scientists and performance researchers to understand human knowledge building from place-based perspectives. In this paper, I consider how educational researchers can create accounts of learning that foreground the relational, interdependent, and land-based aspects of learning and development. I introduce ambulatory turns and sequences as a unit of analysis and method for studying learning-on-the-move.
{"title":"Ambulatory Sequences: Ecologies of Learning by Attending and Observing on the Move","authors":"A. Marin","doi":"10.1080/07370008.2020.1767104","DOIUrl":"https://doi.org/10.1080/07370008.2020.1767104","url":null,"abstract":"Abstract There is a growing corpus of research in the educational sciences that explores the multiple ways in which mobility, or people’s movement from place to place and through places, both constitutes and influences learning. Ambulatory methods and walking interviews are increasingly being used by social scientists and performance researchers to understand human knowledge building from place-based perspectives. In this paper, I consider how educational researchers can create accounts of learning that foreground the relational, interdependent, and land-based aspects of learning and development. I introduce ambulatory turns and sequences as a unit of analysis and method for studying learning-on-the-move.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"281 - 317"},"PeriodicalIF":3.3,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1767104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46896772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-25DOI: 10.1080/07370008.2020.1769100
A. Marin, K. Taylor, B. Shapiro, R. Hall
Abstract Mobility provides the fabric of everyday life but is rarely considered part of learning and is almost never used as relevant, experiential content in teaching. This special issue integrates ideas and efforts across different fields into a more unified framework to study and design for what we call Learning on the Move. Approaches used in these studies reflect various ontological and epistemological standpoints, especially with regard to the role of moving bodies, place, and lands/waters in learning, teaching, and development. The heterogeneity of approaches in this special issue potentially helps us to see the complexity of human, more-than-human, and technological relations across time. The specificity of each project necessarily foregrounds certain aspects of activity and history, while backgrounding others. Rather than casting this as problematic, we see this heterogeneity as an opportunity to generate dialogue across research programs that are guided by frameworks of power, historicity, relationality, respect, reciprocity, and accountability. We also take this as an opportunity to raise questions about historical, present-day, and future relationships to lands/waters, place, socio-ecological systems, and socio-technical arrangements. At a practical level, this means having conversations about the differences and similarities between ontological and epistemological conceptions of time, space, place, and lands/waters when studying or designing for Learning on the Move. We anticipate and acknowledge that at times our conceptions of Learning on the Move may align and at other times may be incommensurable.
{"title":"Why Learning on the Move: Intersecting Research Pathways for Mobility, Learning and Teaching","authors":"A. Marin, K. Taylor, B. Shapiro, R. Hall","doi":"10.1080/07370008.2020.1769100","DOIUrl":"https://doi.org/10.1080/07370008.2020.1769100","url":null,"abstract":"Abstract Mobility provides the fabric of everyday life but is rarely considered part of learning and is almost never used as relevant, experiential content in teaching. This special issue integrates ideas and efforts across different fields into a more unified framework to study and design for what we call Learning on the Move. Approaches used in these studies reflect various ontological and epistemological standpoints, especially with regard to the role of moving bodies, place, and lands/waters in learning, teaching, and development. The heterogeneity of approaches in this special issue potentially helps us to see the complexity of human, more-than-human, and technological relations across time. The specificity of each project necessarily foregrounds certain aspects of activity and history, while backgrounding others. Rather than casting this as problematic, we see this heterogeneity as an opportunity to generate dialogue across research programs that are guided by frameworks of power, historicity, relationality, respect, reciprocity, and accountability. We also take this as an opportunity to raise questions about historical, present-day, and future relationships to lands/waters, place, socio-ecological systems, and socio-technical arrangements. At a practical level, this means having conversations about the differences and similarities between ontological and epistemological conceptions of time, space, place, and lands/waters when studying or designing for Learning on the Move. We anticipate and acknowledge that at times our conceptions of Learning on the Move may align and at other times may be incommensurable.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"265 - 280"},"PeriodicalIF":3.3,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1769100","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42477436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-21DOI: 10.1080/07370008.2020.1766463
K. Taylor
Abstract In community planning, the consequence of a failed or productive teaching and learning interaction could mean the preservation or destruction of someone’s house, a neighborhood school, a park, all of it. This article elucidates consistencies in how people collaborate across spatial epistemologies and power imbalances for making recommendations and decisions about communities. Holding two epistemic stances in tension—mobile and grid epistemologies—the article follows the arc of a design-based research study, beginning with ethnographic observations of participatory planning meetings, the findings from which informed the design of experimental teaching cases with youth. I focus on two vibrant and consequential instances of people walking others through a storyline of their home communities that moves in and out of epistemic commensurability. Building upon findings from interaction and multi-modal analyses, I argue that consequential learning occurred when people enacted relational attunement in which new spatial imaginaries of a community came into view and were informed by both mobile and grid epistemologies. This article serves as one instance of finding, analyzing, and designing for moments where the roles of “teaching” and “learning” are under negotiation or unknown, and how people engage with one another in politically charged and tenuous interactions.
{"title":"Resuscitating (and Refusing) Cartesian Representations of Daily Life: When Mobile and Grid Epistemologies of the City Meet","authors":"K. Taylor","doi":"10.1080/07370008.2020.1766463","DOIUrl":"https://doi.org/10.1080/07370008.2020.1766463","url":null,"abstract":"Abstract In community planning, the consequence of a failed or productive teaching and learning interaction could mean the preservation or destruction of someone’s house, a neighborhood school, a park, all of it. This article elucidates consistencies in how people collaborate across spatial epistemologies and power imbalances for making recommendations and decisions about communities. Holding two epistemic stances in tension—mobile and grid epistemologies—the article follows the arc of a design-based research study, beginning with ethnographic observations of participatory planning meetings, the findings from which informed the design of experimental teaching cases with youth. I focus on two vibrant and consequential instances of people walking others through a storyline of their home communities that moves in and out of epistemic commensurability. Building upon findings from interaction and multi-modal analyses, I argue that consequential learning occurred when people enacted relational attunement in which new spatial imaginaries of a community came into view and were informed by both mobile and grid epistemologies. This article serves as one instance of finding, analyzing, and designing for moments where the roles of “teaching” and “learning” are under negotiation or unknown, and how people engage with one another in politically charged and tenuous interactions.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"407 - 426"},"PeriodicalIF":3.3,"publicationDate":"2020-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1766463","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46464458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-13DOI: 10.1080/07370008.2020.1763349
C. Schwarz, Melissa Braaten, Christa Haverly, Elizabeth X. de los Santos
Abstract Eliciting, noticing, and responding to students’ sense-making is important for advancing students’ understanding and fostering meaningful participation in science. By sense-making, we mean wrestling with ideas, language, experiences, and perspectives in a community to figure out how and why the world works. In the bustle of an elementary classroom, noticing and productively responding to the seemingly disorderly processes of sense-making presents challenges for teachers. Further, sense-making interactions are especially consequential for racially, linguistically and culturally minoritized youth whose ways of knowing are more expansive than the narrow conceptions of science present in schools. One core challenge for supporting sense-making in classrooms has been understanding the nature of these complex, dynamic, and multi-faceted interactions. To address this challenge, we analyzed videos of classroom sense-making interactions along with teachers’ reflections about those interactions to focus on sense-making moments or the composite set of moments called episodes. Doing so enabled us to understand pedagogical moves, responses and resources that were leveraged in sense-making interactions as well as how teachers interpreted those moments. It also enabled us to determine characteristics of those interactions that expanded, maintained, or shut down opportunities for sense-making. We illustrate these findings using three cases chosen from a larger multiple studies research project with early career and experienced elementary teachers. These three nuanced cases deepen our collective understanding of complex sense-making interactions in elementary classrooms by offering alternative analysis of sense-making interactions and their consequences on future sense-making. For example, while one sense-making episode initially appeared chaotic, pedagogical moves to incorporate emergent ideas into the science narrative and challenging and connecting ideas moved toward expanding opportunities for sense-making. Unpacking sense-making moments is critical for understanding the nature and consequences of sense-making moments as well as how to better support teachers in providing sense-making opportunities for all students in science.
{"title":"Using Sense-Making Moments to Understand How Elementary Teachers’ Interactions Expand, Maintain, or Shut Down Sense-making in Science","authors":"C. Schwarz, Melissa Braaten, Christa Haverly, Elizabeth X. de los Santos","doi":"10.1080/07370008.2020.1763349","DOIUrl":"https://doi.org/10.1080/07370008.2020.1763349","url":null,"abstract":"Abstract Eliciting, noticing, and responding to students’ sense-making is important for advancing students’ understanding and fostering meaningful participation in science. By sense-making, we mean wrestling with ideas, language, experiences, and perspectives in a community to figure out how and why the world works. In the bustle of an elementary classroom, noticing and productively responding to the seemingly disorderly processes of sense-making presents challenges for teachers. Further, sense-making interactions are especially consequential for racially, linguistically and culturally minoritized youth whose ways of knowing are more expansive than the narrow conceptions of science present in schools. One core challenge for supporting sense-making in classrooms has been understanding the nature of these complex, dynamic, and multi-faceted interactions. To address this challenge, we analyzed videos of classroom sense-making interactions along with teachers’ reflections about those interactions to focus on sense-making moments or the composite set of moments called episodes. Doing so enabled us to understand pedagogical moves, responses and resources that were leveraged in sense-making interactions as well as how teachers interpreted those moments. It also enabled us to determine characteristics of those interactions that expanded, maintained, or shut down opportunities for sense-making. We illustrate these findings using three cases chosen from a larger multiple studies research project with early career and experienced elementary teachers. These three nuanced cases deepen our collective understanding of complex sense-making interactions in elementary classrooms by offering alternative analysis of sense-making interactions and their consequences on future sense-making. For example, while one sense-making episode initially appeared chaotic, pedagogical moves to incorporate emergent ideas into the science narrative and challenging and connecting ideas moved toward expanding opportunities for sense-making. Unpacking sense-making moments is critical for understanding the nature and consequences of sense-making moments as well as how to better support teachers in providing sense-making opportunities for all students in science.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"113 - 148"},"PeriodicalIF":3.3,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1763349","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45959731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-05DOI: 10.1080/07370008.2020.1755290
Molly V. Shea, A. S. Jurow
Abstract This article examines how Masters of Business Administration (MBA) students, at the height of the Occupy Wall Street movement (Occupy), strove to organize socially and environmentally sustainable business practices. We asked: what kinds of learning were supported through student-led organizing, and how? We designed a multi-sited case study that followed seven focal students across contexts as they engaged with an international student network focused on reorganizing for environmental and social sustainability. We drew on methods of ethnography and discourse analysis to detail the “how” of learning as part of student-led organizing for more sustainable business practices. We found that students were learning about changing forms of business and used their learning from conferences, protests, and experiences outside of the classroom to press for changes in the business school curriculum. Students were making visible for each other the knowledge infrastructure of the school and sought to change social and material practices that sustained it. Their work entailed individual actions to change class assignments and speak to professors about changes to business practices and collective efforts to change the way business schools incorporated environmental sustainability into every existing concentration. This case contributes to a growing body of literature on understanding what and how students in an elite network learn in tumultuous times and through collective efforts to resist structural injustice.
{"title":"Student-Led Organizing for Sustainability in Business","authors":"Molly V. Shea, A. S. Jurow","doi":"10.1080/07370008.2020.1755290","DOIUrl":"https://doi.org/10.1080/07370008.2020.1755290","url":null,"abstract":"Abstract This article examines how Masters of Business Administration (MBA) students, at the height of the Occupy Wall Street movement (Occupy), strove to organize socially and environmentally sustainable business practices. We asked: what kinds of learning were supported through student-led organizing, and how? We designed a multi-sited case study that followed seven focal students across contexts as they engaged with an international student network focused on reorganizing for environmental and social sustainability. We drew on methods of ethnography and discourse analysis to detail the “how” of learning as part of student-led organizing for more sustainable business practices. We found that students were learning about changing forms of business and used their learning from conferences, protests, and experiences outside of the classroom to press for changes in the business school curriculum. Students were making visible for each other the knowledge infrastructure of the school and sought to change social and material practices that sustained it. Their work entailed individual actions to change class assignments and speak to professors about changes to business practices and collective efforts to change the way business schools incorporated environmental sustainability into every existing concentration. This case contributes to a growing body of literature on understanding what and how students in an elite network learn in tumultuous times and through collective efforts to resist structural injustice.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"538 - 560"},"PeriodicalIF":3.3,"publicationDate":"2020-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1755290","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46581417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-28DOI: 10.1080/07370008.2020.1745803
Kok‐Sing Tang
Abstract Current research in science education and the cognitive sciences has highlighted the importance of epistemic tools in scaffolding learners to think in ways consistent with scientific practices. However, recent studies on epistemic tool have mainly focused on epistemic cognition, but not epistemic metacognition. Epistemic metacognition, which operates at a meta-level targeted at our own thought processes concerning the source, nature, and justification of knowledge, is a crucial component that promotes and regulates epistemic development. The aim of this paper is to illuminate how an epistemic tool mediates and supports epistemic cognition and epistemic metacognition, and the difference between them. Drawing data from a design research study that introduced a specific epistemic tool called PRO (premise-reasoning-outcome) to describe the structure of a scientific explanation, this paper illustrates how PRO was used to facilitate the development of both epistemic cognition and epistemic metacognition. Specifically, epistemic metacognition was developed by using PRO with multiple metacognitive instructional approaches to: (a) highlight the epistemic connections between the various components of an explanation, (b) prompt questions that regulate one’s own thought processes, and (c) organize navigational markers that regulate key ideas linking the causality of an explanation. The findings from this study provide insights and evidence for a crucial theoretical link that is currently missing in our understanding of epistemic tools, epistemic cognition, and epistemic metacognition.
{"title":"The Use of Epistemic Tools to Facilitate Epistemic Cognition & Metacognition in Developing Scientific Explanation","authors":"Kok‐Sing Tang","doi":"10.1080/07370008.2020.1745803","DOIUrl":"https://doi.org/10.1080/07370008.2020.1745803","url":null,"abstract":"Abstract Current research in science education and the cognitive sciences has highlighted the importance of epistemic tools in scaffolding learners to think in ways consistent with scientific practices. However, recent studies on epistemic tool have mainly focused on epistemic cognition, but not epistemic metacognition. Epistemic metacognition, which operates at a meta-level targeted at our own thought processes concerning the source, nature, and justification of knowledge, is a crucial component that promotes and regulates epistemic development. The aim of this paper is to illuminate how an epistemic tool mediates and supports epistemic cognition and epistemic metacognition, and the difference between them. Drawing data from a design research study that introduced a specific epistemic tool called PRO (premise-reasoning-outcome) to describe the structure of a scientific explanation, this paper illustrates how PRO was used to facilitate the development of both epistemic cognition and epistemic metacognition. Specifically, epistemic metacognition was developed by using PRO with multiple metacognitive instructional approaches to: (a) highlight the epistemic connections between the various components of an explanation, (b) prompt questions that regulate one’s own thought processes, and (c) organize navigational markers that regulate key ideas linking the causality of an explanation. The findings from this study provide insights and evidence for a crucial theoretical link that is currently missing in our understanding of epistemic tools, epistemic cognition, and epistemic metacognition.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"474 - 502"},"PeriodicalIF":3.3,"publicationDate":"2020-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1745803","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41952975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-13DOI: 10.1080/07370008.2020.1725013
Molly L. Kelton, Jasmine Y. Ma
Abstract In this article, we report on a video-based field study of an intergenerational family’s enactment of a mathematical object (a torus) in the context of an immersive mathematics exhibition in a science center. To do this, we center interwoven, multi-party mobilities at multiple scales–walking, gesturing, touching, and postural adjustments – as key aspects of how family members co-assemble a local, multi-layered set of meanings for a mathematical object. Drawing on and blending approaches from science and technology studies and interaction analysis we investiage how immersive museum exhibitions can enable particular patterns of visitor mobility and provisionally reconfigure relations among walking, sensing, and knowing. In contrast to what we describe as a sedentarist bias in studies of learning and cognition in museums, we argue that walking and other movements across a wide range of scales are constitutive of visitors’ interpretive accomplishments, rather than mere backdrop to them.
{"title":"Assembling a Torus: Family Mobilities in an Immersive Mathematics Exhibition","authors":"Molly L. Kelton, Jasmine Y. Ma","doi":"10.1080/07370008.2020.1725013","DOIUrl":"https://doi.org/10.1080/07370008.2020.1725013","url":null,"abstract":"Abstract In this article, we report on a video-based field study of an intergenerational family’s enactment of a mathematical object (a torus) in the context of an immersive mathematics exhibition in a science center. To do this, we center interwoven, multi-party mobilities at multiple scales–walking, gesturing, touching, and postural adjustments – as key aspects of how family members co-assemble a local, multi-layered set of meanings for a mathematical object. Drawing on and blending approaches from science and technology studies and interaction analysis we investiage how immersive museum exhibitions can enable particular patterns of visitor mobility and provisionally reconfigure relations among walking, sensing, and knowing. In contrast to what we describe as a sedentarist bias in studies of learning and cognition in museums, we argue that walking and other movements across a wide range of scales are constitutive of visitors’ interpretive accomplishments, rather than mere backdrop to them.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"38 1","pages":"318 - 347"},"PeriodicalIF":3.3,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1725013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45187322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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