From Practice Fields to Communities of Practice
暂无分享,去创建一个
[1] K. K. Cetina,et al. Unscrewing the big Leviathan: how actors macro- structure reality and how sociologists help them to do so , 2014 .
[2] Susan M. Land,et al. Agent as Detector: An Ecological Psychology Perspective on Learning by Perceiving-Acting Systems , 2014 .
[3] Daniel L. Schwartz,et al. Creating Contexts for Community-Based Problem Solving: The Jasper Challenge Series , 2013 .
[4] David H. Jonassen,et al. Constructivism and the Technology of Instruction : A Conversation , 2013 .
[5] Paul J. Feltovich,et al. Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains , 2012 .
[6] J. Michael Spector,et al. Handbook of Research on Educational Communications and Technology, 3rd Edition , 2012 .
[7] David Kirshner,et al. Situated cognition : social, semiotic, and psychological perspectives , 2009 .
[8] L. Resnick. Learning In School and Out , 2008 .
[9] Georges Rey,et al. Language of Thought , 2006 .
[10] P. Benson,et al. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An enquiry into the nature and implications of expertise. Chicago and La Salle, Illinois: Open Court Publications. , 2006 .
[11] L. Demetrius. Thermodynamics and evolution. , 2000, Journal of theoretical biology.
[12] Cindy E. Hmelo-Silver,et al. Problem-based Learning: A Research Perspective on Learning Interactions , 2000 .
[13] Susan M. Land,et al. Theoretical Foundations of Learning Environments. , 1999 .
[14] Sasha A. Barab,et al. “Ecologizing” Instruction through Integrated Units , 1999 .
[15] Michael F. Young,et al. Principles of Self-Organization: Learning as Participation in Autocatakinetic Systems , 1999 .
[16] Sasha A. Barab,et al. Perception of the Raison D'Ětre in Anchored Instruction: An Ecological Psychology Perspective , 1999 .
[17] David Kirshner,et al. Obstacles to Understanding Cognition As Situated , 1998 .
[18] Sasha A. Barab,et al. Grounded constructions and how technology can help , 1998 .
[19] A. Sfard. On Two Metaphors for Learning and the Dangers of Choosing Just One , 1998 .
[20] Etienne Wenger,et al. Communities of Practice: Learning, Meaning, and Identity , 1998 .
[21] J. Greeno. THE SITUATIVITY OF KNOWING, LEARNING, AND RESEARCH , 1998 .
[22] S. Barab,et al. Designing Effective Interdisciplinary Anchors. , 1997 .
[23] James W. Karlan,et al. The Challenges of Bringing the Kids Network to the Classroom , 1997 .
[24] James G. Greeno,et al. Response: On Claims That Answer the Wrong Questions , 1997 .
[25] Michael F. Young,et al. The unit of analysis for situated assessment , 1997 .
[26] Wolff-Michael Rolf. Knowledge Diffusion in a Grade 4-5 Classroom during a Unit on Civil Engineering: An Analysis of a Classroom Community in Terms of Its Changing Resources and Practices. , 1996 .
[27] Piet Kommers,et al. Hypermedia Learning Environments: Instructional Design and Integration , 1996 .
[28] Monica Bradsher,et al. Making Friends in the Global Village: Tips on International Collaborations. , 1996 .
[29] Timothy Koschmann,et al. Cscl : Theory and Practice of An Emerging Paradigm , 1996 .
[30] Alan H. Schoenfeld,et al. In Fostering Communities Of Inquiry, Must It Matter That The Teacher Knows "The Answer"?* , 1996 .
[31] M. Lepper,et al. Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. , 1996 .
[32] David H. Jonassen,et al. Constructivism: Implications for the Design and Delivery of Instruction , 1996 .
[33] P. Senge. The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization , 2014 .
[34] J. Garrison. Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism , 1995 .
[35] P. Cobb. Continuing the Conversation: A Response to Smith , 1995 .
[36] D. C. Phillips. The Good, the Bad, and the Ugly: The Many Faces of Constructivism , 1995 .
[37] David H. Jonassen,et al. Computers in the Classroom: Mindtools for Critical Thinking , 1995 .
[38] Wolff-Michael Roth,et al. Knowing and Interacting: A Study of Culture, Practices, and Resources in a Grade 8 Open-Inquiry Science Classroom Guided by a Cognitive Apprenticeship Metaphor , 1995 .
[39] J. Lemke. Textual Politics: Discourse And Social Dynamics , 1995 .
[40] Laurie D. Edwards,et al. The Design and Analysis of a Mathematical Microworld , 1995 .
[41] Richard G. Milter,et al. Educating Leaders For The New Competitive Environment , 1995 .
[42] Dirk T. Tempelaar,et al. Educational innovation in economics and business administration : the case of problem-based learning , 1995 .
[43] P. Copen,et al. Connecting Classrooms through Telecommunications. , 1995 .
[44] Monica Bradsher,et al. The Kids Network: Student-Scientists Pool Resources. , 1995 .
[45] B. Wilson. Constructivist Learning Environments: Case Studies in Instructional Design , 1995 .
[46] Thomas M. Duffy,et al. Problem Based Learning: An instructional model and its constructivist framework , 1995 .
[47] P. Cobb. Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development , 1994 .
[48] Marlene Scardamalia,et al. Computer Support for Knowledge-Building Communities , 1994 .
[49] Michael J. Hannafin,et al. Learning in Open-Ended Environments: Assumptions, Methods, and Implications. , 1994 .
[50] C. Bereiter. Implications of postmodernism for science, or, science as progressive discourse , 1994 .
[51] Carolyn Shaffer,et al. Creating Community Anywhere: Finding Support and Connection in a Fragmented World , 1993 .
[52] Marlene Scardamalia,et al. Technologies for knowledge-building discourse , 1993, CACM.
[53] Michael F. Young,et al. Instructional design for situated learning , 1993 .
[54] Jay L. Lemke,et al. Discourse, Dynamics, and Social Change , 1993 .
[55] M. Scardamalia,et al. Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise , 1993 .
[56] S. Tripp. Theories, Traditions, and Situated Learning , 1993 .
[57] Richard Ruopp,et al. LabNet: Toward a community of practice , 1993 .
[58] Peter C. Honebein,et al. Constructivism and the Design of Learning Environments: Context and Authentic Activities for Learning , 1993 .
[59] William J. Clancey,et al. Situated Action: A Neuropsychologiwl Interpretation Response to Vera and Simon , 2005 .
[60] Herbert A. Simon,et al. Situated Action: A Symbolic Interpretation , 1993, Cogn. Sci..
[61] James G. Greeno,et al. Situativity and Symbols: Response to Vera and Simon , 1993, Cogn. Sci..
[62] William J. Clancey,et al. Learning as Social and Neural , 1992 .
[63] Michael J. Hannafin,et al. Emerging technologies, ISD, and learning environments: Critical perspectives , 1992 .
[64] Stephanie D. Teasley,et al. Perspectives on socially shared cognition , 1991 .
[65] S. Edward,et al. Cognition as the Cooperative Appropriation of Affordances , 1991 .
[66] David H. Jonassen,et al. Constructivism: new implications for instructional technology? , 1991 .
[67] Etienne Wenger,et al. Situated Learning: Legitimate Peripheral Participation , 1991 .
[68] B. Latour. We Have Never Been Modern , 1991 .
[69] Jean Lave,et al. Situating learning in communities of practice , 1991, Perspectives on socially shared cognition.
[70] Beverly Hunter,et al. Computer-mediated communications support for teacher collaborations: researching new contexts for both teaching and learning , 1990 .
[71] Ann L. Brown,et al. Communities of Learning and Thinking, or A Context by Any Other Name , 1990 .
[72] M. Csíkszentmihályi. Flow: The Psychology of Optimal Experience , 1990 .
[73] J. Lave. Cultural psychology: The culture of acquisition and the practice of understanding , 1990 .
[74] B. Rogoff. Apprenticeship in Thinking: Cognitive Development in Social Context , 1990 .
[75] L. Resnick,et al. Knowing, Learning, and Instruction , 2018 .
[76] John D. Bransford,et al. New approaches to instruction: because wisdom can't be told , 1989 .
[77] A. Ortony,et al. Similarity and Analogical Reasoning , 1991 .
[78] A. Collins,et al. Situated Cognition and the Culture of Learning , 1989 .
[79] Penelope Eckert,et al. Jocks and Burnouts: Social Categories and Identity in the High School , 1989 .
[80] J. Lave. Cognition in Practice: Outdoors: a social anthropology of cognition in practice , 1988 .
[81] Benny Shanon,et al. Semantic representation of meaning: A critique. , 1988 .
[82] C. Dweck,et al. A social-cognitive approach to motivation and personality , 1988 .
[83] Matthew Lipman,et al. Philosophy Goes To School , 1988 .
[84] Wiebe E. Bijker,et al. Science in action : how to follow scientists and engineers through society , 1989 .
[85] Lucy A. Suchman,et al. Plans and Situated Actions: The Problem of Human-Machine Communication (Learning in Doing: Social, , 1987 .
[86] D. Schoen. Educating the reflective practitioner , 1987 .
[87] H. Gardner,et al. The Mind's New Science , 1985 .
[88] Ann L. Brown,et al. Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities , 1984 .
[89] K. Knorr-Cetina,et al. Advances in social theory and methodology : toward an integration of micro- and macro-sociologies , 1981 .
[90] R. Rorty,et al. Philosophy and the Mirror of Nature. , 1980 .
[91] I. Prigogine. Time, Structure, and Fluctuations , 1978, Science.
[92] L. Vygotsky. Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .
[93] Alfred F. Borg. Innovations in Science Education , 1971 .
[94] W. Quine. Ontological Relativity and Other Essays , 1969 .
[95] A. Whitehead. The Aims of Education and Other Essays , 1967 .
[96] J. Dewey. Experience and Education. , 1938, American Sociological Review.