Perspectives on Learning: Methodologies for Exploring Learning Processes and Outcomes
Main Article Content
Abstract
The papers in this Special Issue were initially prepared for an EARLI 2013 Symposium that was designed to examine methodologies in use by researchers from two sister communities, Learning and Instruction and Learning Sciences. The four papers reflect a common ground in advances in conceptions of learning since the early days of the “cognitive revolution” in the 1960s. This commentary shows the interdependence between advances in theory and advances in methodologies. Four shifts in conceptions of learning are described. That these shifts are evident in the work of both communities suggests a blurring of the boundaries between the two.
Article Details
How to Cite
Goldman, S. R. (2014). Perspectives on Learning: Methodologies for Exploring Learning Processes and Outcomes. Frontline Learning Research, 2(4), 46–55. https://doi.org/10.14786/flr.v2i4.117
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FLR adopts the Attribution-NonCommercial-NoDerivs Creative Common License (BY-NC-ND). That is, Copyright for articles published in this journal is retained by the authors with, however, first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
References
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Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
Engestrӧm, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
Fischer, F., Kollar, I., Stegmann, K. & Wecker, C. (2013). Towards a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 49(1), 56-66.
Garcia-Sierra, A., Rivera-Gaxiola, M., Percaccio, C. R., Barbara T. Conboy, B. T. Romo, H., Klarman, L., Ortiz, S., Kuhl, P. K. (2011). Bilingual language learning: An ERP study relating early brain responses to speech, language input, and later word production. Journal of Phonetics, 39, 546-557.
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Radinsky, J. L., Goldman, S. R. Doherty, R. & Ping, R. (2010, June). Small Group Argumentation with Visual Data: Negotiating What Is Seen and What It Means. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
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Siegler, R. S., & Stern, E. (1998). Conscious and unconscious strategy discoveries: A microgenetic analysis. Journal of Experimental Psychology: General, 127, 377-397.
Stegmann, K. (this issue). Advances in the analysis of computer-supported collaborative learning processes. Frontline Learning Research
Svihla, V. (this issue). Advances in design-based research. Frontline Learning Research.
Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press.
Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D.C. Berliner & R.C. Calfee (Eds.), Handbook of educational psychology, (pp. 841-873). NY: Macmillan Library Reference.
Wecker, C., Stegmann, K., & Fischer, F. (2012). Lern- und Kooperationsprozesse: Warum sind sie interessant und wie können sie analysiert werden? [Learning and Cooperation Processes in Case-Based Learning. Interesting Issues and Analysis Approaches] REPORT: Zeitschrift für Weiterbildungsforschung, 35(3), 30-41. doi:10.3278/REP1203W
Willett, J. B. (1989). Some Results on Reliability for the Longitudinal Measurement of Change: Implications for the Design of Studies of Individual Growth. Educational and Psychological Measurement, 49, 587-602.
Bakeman, R., & Quera, V. (1995). Analyzing interaction: Sequential Analysis with SDIS and GSEQ. NY: Cambridge University Press.
Bloome, D., Beierle, M., Grigorenko, M., & Goldman, S. R. (2009). Learning over time: uses of intercontextuality, collective memories, and classroom chronotopes in the construction of learning opportunities in a ninth-grade language arts classroom. Language and Education, 23(4), pp. 313-334.
Brown, A. L. (1992). Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings. The Journal of the Learning Sciences, 2, 141-178.
Brown, J. S., Collins, A, & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32 – 42.
Collins, A. (1992). Toward a Design Science of Education. In E. Scanlon & T. O’Shea (Eds.), New directions in educational technology (pp. 15-22). Berlin: Springer-Verlag.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor or Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
De Smedt, B. (this issue). Advances in the use of neuroscience methods in research on learning and instruction. Frontline Learning Research.
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
Engestrӧm, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
Fischer, F., Kollar, I., Stegmann, K. & Wecker, C. (2013). Towards a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 49(1), 56-66.
Garcia-Sierra, A., Rivera-Gaxiola, M., Percaccio, C. R., Barbara T. Conboy, B. T. Romo, H., Klarman, L., Ortiz, S., Kuhl, P. K. (2011). Bilingual language learning: An ERP study relating early brain responses to speech, language input, and later word production. Journal of Phonetics, 39, 546-557.
Gee, J. P. (1992). The Social Mind: Language, Ideology, and Social Practice. NY: Bergin & Garvey.
Goodwin, C. (1994), Professional Vision. American Anthropologist, 96, 606–633.
Greeno, J. G., Collins, A. M., and Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner and R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Macmillan.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice 38, 67-73.
Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
Kuhl, P. K. (2007). Is speech learning “gated” by the social brain? Developmental Science 10, 110–120.
Kuhl, P. K. & Rivera-Gaxiola, M. (2008). Neural substrates of language acquisition. Annual Review of Neuroscience, 34, 511 – 534.
Kuhn, D. (1995). Microgenetic study of change: What has it told us? Psychological Science, 6, 133-139.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
Lemke, J.L. (2000). Across the Scales of Time: Artifacts, Activities, and Meanings in Ecosocial Systems. Mind, Culture and activity, 7(4), 273–290.
Molenaar, I. (this issue). Advances in temporal analysis in learning and instruction. Frontline Learning Research.
Radinsky, J. L., Goldman, S. R. Doherty, R. & Ping, R. (2010, June). Small Group Argumentation with Visual Data: Negotiating What Is Seen and What It Means. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
Sawyer, R. K. (2006). Analyzing collaborative discourse. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 187 – 204). NY: Cambridge University Press.
Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1, 37 -68.
Schegloff, E. A., (1991). Conversation analysis and socially shared cognition. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 150 – 171). Washington, DC: American Psychological Association.
Schegloff, E. A., 2007. Sequence Organization in Interaction: A Primer in Conversation Analysis. Cambridge: Cambridge University Press.
Siegler, R. S., & Stern, E. (1998). Conscious and unconscious strategy discoveries: A microgenetic analysis. Journal of Experimental Psychology: General, 127, 377-397.
Stegmann, K. (this issue). Advances in the analysis of computer-supported collaborative learning processes. Frontline Learning Research
Svihla, V. (this issue). Advances in design-based research. Frontline Learning Research.
Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press.
Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D.C. Berliner & R.C. Calfee (Eds.), Handbook of educational psychology, (pp. 841-873). NY: Macmillan Library Reference.
Wecker, C., Stegmann, K., & Fischer, F. (2012). Lern- und Kooperationsprozesse: Warum sind sie interessant und wie können sie analysiert werden? [Learning and Cooperation Processes in Case-Based Learning. Interesting Issues and Analysis Approaches] REPORT: Zeitschrift für Weiterbildungsforschung, 35(3), 30-41. doi:10.3278/REP1203W
Willett, J. B. (1989). Some Results on Reliability for the Longitudinal Measurement of Change: Implications for the Design of Studies of Individual Growth. Educational and Psychological Measurement, 49, 587-602.