Transformation of Knowledge through Classroom Interaction (New Perspectives on Learning and Instruction)

ISBN 10: 0415492254 / ISBN 13: 9780415492256

Published by Routledge, 2009

About this Item

Classrooms provide extremely varied settings in which learning may take place, including teacher-led conversations, small group unguided discussions, individual problem solving or computer supported collaborative learning (CSCL). This book examines and evaluates different ways which have been used to support students learning in classrooms. Editor(s): Schwarz, Baruch; Dreyfus, Tommy; Hershkowitz, Rina. Series: New Perspectives on Learning and Instruction. Num Pages: 336 pages, 40 black & white illustrations, 9 black & white tables. BIC Classification: JNC. Category: (UP) Postgraduate, Research & Scholarly. Dimension: 234 x 156 x 18. Weight in Grams: 521. . 2009. 1st Edition. paperback. . . . .

Seller Inventory # V9780415492256

Bibliographic Details

• Title: Transformation of Knowledge through Classroom Interaction (New Perspectives on Learning and Instruction)
• Publisher: Routledge
• Publication Date: 2009
• Language: English
• ISBN 10: 0415492254
• ISBN 13: 9780415492256
• Binding: Soft cover
• Edition: 1st Edition
• Condition: New

About this title

Synopsis

Classrooms provide extremely varied settings in which learning may take place, including teacher-led conversations, small group unguided discussions, individual problem solving or computer supported collaborative learning (CSCL).

Transformation of Knowledge through Classroom Interaction examines and evaluates different ways which have been used to support students learning in classrooms, using mathematics and science as a model to examine how different types of interactions contribute to students’ participation in classroom activity, and their understanding of concepts and their practical applications. The contributions in this book offer rich descriptions and ways of understanding how learning occurs in both traditional and non-traditional settings. Combining theoretical perspectives with practical applications, the book includes discussions of:

• the roles of dialogue and argumentation in constructing knowledge
• the role of guidance in constructing knowledge
• abstracting processes in mathematics and science classrooms
• the effect of environment, media and technology on learning processes
• methodologies for tracing transformation of knowledge in classroom interaction.

Bringing together a broad range of contributions from leading international researchers, this book makes an important contribution to the field of classroom learning, and will appeal to all those engaged in academic research in education.

About the Author

Baruch Schwarz is Associate Professor of Education, School of Education, The Hebrew University of Jerusalem, Israel.

Tommy Dreyfus is Professor of Science Education, Tel Aviv University, Israel.

Rina Hershkowitz is Head Researcher, Department of Science Teaching, Weizmann Institute of Science, Israel.