Topics Flashcards
(45 cards)
Dev. psych vs. educators
Applied Research
Science
Klahr, Chen, Toth 2001
Teaching children meaningfully/relevant Applied Research Math Learning is situated/social Teacher is not the expert with the truth
Moss and Case 1999 - percent - fraction
Lampert 1990 - talk about math - discourse
Duffy & Orrill 2001 - TALKS ABOUT JASPER
Duffy & Cunningham 1996- Jigsaw, PBL (not math)
Schuh 2003 (not math) - knowledge construction links
Transfer
Bransford & Schwartz 1999- PFL
Lave 1988 - probs with old transfer (dualism, non-social, non-situated)
Metaphors/language
Acquisition vs. Construction of knowledge
Metaphors of Mind
Sfard 1998 AM, CM
Duffy and Cunningham 1996 - Mind as computer, mind as brain, mind as rhizome (situated)
Define phylogony/ontogeny
Expertise - constructivist - discourse and practices of community
Palinscar 1998
Define synaptogenisis, plasticity, OG&P, critical periods, bridge between education and brain too far
Bruer 1997
Fostering communities of learning - reflection, MC, jigsaw, research, majoring - constructivist design
Becoming a part of a community of practice
Brown and Campione 1996
Savery & Duffy 1996 Practice fields rather than communities of practice
Roschelle & Clancey 1992
Look at learner and environment together -
affordances, constraints
ATI
aptitudes for learning
Snow 1996
Nature constrains knowledge construction
Phillips 1995
Bruner 1990 - universals in development on constraints but culture can loosen those constraints - knowledge is public and shared
Appropriation
Unit of analysis is activity
sociocultural - Vygotsky
Intersubjectivity
Rogoff 1995 - appropriation
Rogoff, Malkin, Gilbride 1984 - intersubjectivity ZPD, jack in the box
Optimal challenge to learner, learner control
Collins 1993
Expertise requires practice - deliberate practice
Ericsson et al. 1993
Chunking, expert chess players, depth in one area
Glaser 1992
All learning is situated, cognitive apprenticeship, sit cog
Brown, Collins, DeGuid 1989
Duffy & Cunningham 1996
Instruction should be “just in time”
Gijbels et al. 2005
Airasian & Walsh 1997 viable, all instruction can fit, caution - c’ism is epist not prescriptive
Implementing C'ist instruction is difficult because: conceptual issues pedagogical issues cultural issues political issues
Teachers teaching with or against their beliefs
Windschitl 2002
Fang 1996 - inconsistency/consistency theory
knowledge is not separate from knowers non-dualist ontological article coming to be = knowing PRAGMATIC
Thayer-Bacon 2000 critical thinking = constructive thinking (body and mind counts)
Packer & Goicoechea 2000
Garrison 1997 - criticizes von g for being subjectivist and dualist
Duffy & Cunningham 1996 MaR
Cobb 1994 - both tell half of a good story - both LPP and constructions in the mind are of value
Bruner 1990 Pragmatism can combat relativism - how does another person’s view affect one’s own view or commitment?
Piaget vs. Vygotsky
Maddox & Cummings 1999 Egocentric speech, become self or become a part of society, develop or activate mental structures. C’ism means too many things to too many people
Duffy & Cunningham 1996 - cog in head, soc ind in social - acculturation
Constructions must be viable
Airasian & Walsh 1997 viability, just in time inst. cism can use all kinds of instruction
Savery & Duffy 1996 practice fields, community
Schuh 2003 kcl
MC and reflection is key
Duffy & Cunningham 1996
Campione, Brown, & Connell 1988
3 perspectives on learning - Empiricist, Rationalist, Pragmatist
Greeno, Collins, & Resnick 1996
PBL is the design of choice - fits constructivist beliefs (illstructured, authentic)
Duffy & Orrill 2001 - jasper, PBL
Duffy & Cunningham 1996 - Jigsaw, PBL
Savery & Duffy 1996 - ill-structured, complex problems in practice fields
Grabinger 1996 REALs - Rich Environments for Active Learning - VERY IMPORTANT. Authentic makes it RELEVANT
Instructional approach that is liked from constructivist view
Grabinger 1996 - REALS - PBL, jasper (CGTV anchored instruction), cog app, reciprocal teaching six characteristics of REALS - c'ist heritage authentic instruction student responsibility collaborative learning generative learning activities authentic assessment to find a child's thinking: concept map think-alouds written question generation analysis of recordings ranking, classifying
ZPD
Rogoff, Malkin, Gilbride 1984 - intersubjectivity ZPD
Duffy & Cunningham 1996 - ZPD def
Wertsch 1992 - ZPD can be used to impact inter and then intra. NOt just for assessment
Wertsch 1985 - inter to intra. cultural process
Wertsch 1984
