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Hammer, Elby, Scherr, and Redish (2005) discuss the difficulties in using the term transfer to describe students application of learning from one context to another. Primarily, transfer assumes a unitary view of knowledge that can be cleanly extracte (More)
diSessa (2001) provides an overview of phenomenological primitives (p-prims). Interestingly, he comments that even when people disprove their p-prims, they often try to force the p-prims compliance with the situation. He uses the example of the vacuu (More)
At the forefront, Pickering (1995) seeks "a real-time understanding of practice" (p. 3). The chapter puts forth a notion to consider both material agency and human agency to understand practice. He cites the Sociology of Scientific Knowledge (SSK) as (More)
Wertsch (1998) provides a framework to conduct social cultural analysis regarding mental functioning. First and foremost, he stresses the importance of context when doing any sort of analysis. He argues much of existing scholarship has a long history (More)
Lee (2001) deconstructs a process of scaffolding literary analysis process among a group of students described as underachieving African Americans. Central to her approach was the use of a Cultural Modelling Project, where she took great care in alig (More)
This post is part of a weekly reflection requirement for a graduate level introductory course of the historical and philosophical foundations of the Learning Sciences. As such, it may seem a bit out of place without the context of the in-class discus (More)