Learning Sciences 451-0, Spring 2004, Wednesday 9: 00-12: 00am Methodology of Theory Development
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Learning Sciences 451-0, Spring 2004, Wednesday 9:00-12:00amMethodology of Theory DevelopmentAllan Collins Bruce Sherin 309 Annenberg Hall 334 Annenberg Hall Office phone: (847) 467-3812 Office phone: (847) 467-2405 Home phone: (847) 570-8406 Home phone: (847 920-9987 Email: a-collins@northwestern.edu Email: bsherin@northwestern.edu
The training provided in this course will be of both a theoretical and a practical nature. We will read and think generally about what makes a “theory” in educational research. And we will develop practical heuristics to guide us in the construction and critique of our own frameworks. Students will be expected to read papers in preparation for each class session. In addition there will be problems that the students work on outside of or during class. The class will typically start off with student reactions to the readings, followed by a discussion of issues raised by the teacher about the readings. Toward the end of class the teachers will give their commentary on the readings and related issues. Students will prepare one or two oral reactions during the course based on the readings assigned for the week. A reaction is your answer to critical questions about the readings. Reactions are not summaries of the readings; they are reasoned arguments based on your understanding of the readings. In you reaction, you should discuss the methodology used to create the theory, the nature of the theory constructed, any flaws in the theory or its methodology of construction, and any possible alternatives to the theory. As a final project, each student or pair of students will write a theoretical paper analyzing some set of data or phenomena they are interested in. Students will meet with the instructor during the first month to decide on an appropriate paper for the course. They will submit a first draft two weeks before the last class for review by the teachers, and a final draft at the last class. You may opt to take the class pass/fail. In that case, you are responsible for the readings and oral reactions, but you do not need to write a final paper. Course Packet. The outside readings will be made available through a course pack that can be purchased in the department office room 201, Annenberg Hall (second floor). GradingReactions and Class participation 50% Final paper 50% Topics and ReadingsMarch 30 Introduction to the Course April 6 Exemplars of Theoretical Papers by Collins Collins, A., & Stevens, A. L. (1983). A cognitive theory of interactive teaching. In C.M. Reigeluth (ed.), Instructional design theories and models: An overview (pp. 247-278). Hillsdale, NJ: Lawrence Erlbaum Associates. Collins, A., Brown, J. S. & Larkin, K. (1980) Inference in text understanding. In R. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, N.J.: Erlbaum, 385-407. April 13 No class -- AERA April 20 Exemplars of Theoretical Papers by Sherin Sherin, B. L. (2001). How students understand physics equations. Cognition and Instruction, 19(4), 479-541. Sherin, B., Reiser, B., & Edelson, D. (2004). Scaffolding analysis: Extending the scaffolding metaphor to learning artifacts. Journal of the Learning Sciences, 13(3), 387-421.
Nagel, E. (1961). Chapter 2: Patterns of scientific explanation. The structure of science; problems in the logic of scientific explanation (pp. 15-28). New York,: Harcourt. Collins, A. & Ferguson, W. (1993) Epistemic forms and epistemic games: Structures and strategies to guide inquiry. Educational Psychologist, 28(1), 25-42. Duhem, P. (1998). Physical theory and experiment. In M. Curd & J. A. Cover (Eds.), Philosophy of science: The central issues (1st ed., pp. 257-279.). New York: W.W. Norton. May 4 The role of theory in educational research Strahler, A. N. (1992). Chapter 4: The complex/historical sciences. Understanding science: an introduction to concepts and issues (pp. 75-99). Buffalo, N.Y.: Prometheus Books. diSessa, A. A. (1991). If we want to get ahead, we should get some theories. In R. G. Underhill (Ed.), Proceedings of the Thirteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (Plenary Lecture and Reaction.) Vol. 1. Blacksburg, VA: Virginia Tech, 220 -239. May 11: Theories of learning Anderson, J. R. (1987). Skill acquisition: Compilation of weak-methods problem solutions. Psychological Review, 94(2), 192-219. diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2 & 3), 165-255. May 18 Theories of cognitive development Case, R. (1978). Piaget and beyond: Toward a developmentally based theory and technology of instruction. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 1, pp. 167-228). Hillsdale, NJ: Lawrence Erlbaum. Fuson, K. C. (1992) Relationships between counting and cardinality from age 2 to age 8. In Pathways to Number (Bideaud, J. et al., eds), pp. 127-149, Lawrence Erlbaum. May 25 Activity theory and the situative debate Cole, M. & Engestrom, Y. (1993) A cultural-historical approach to distributed cognition. In G. Salomon (Ed.) Distributed cognitions: Psychological and educational considerations. (pp. 1-46). Anderson, J. R. (1996). Situated Learning and Education. Educational Researcher, 25(4), 5-11. Greeno, J. G. (1997). On Claims That Answer the Wrong Questions. Educational Researcher, 26(1), 5-17. Anderson, J. R. (1997). Situative Versus Cognitive Perspectives: Form Versus Substance. Educational Researcher, 26(1), 18-21. June 1 Theories of motivation Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. Directory: docs docs -> Application for acem docs -> Observational Assessment of Teaching Practices Teaching Assessment Initiative Proposal Submitted to The Teachers for a New Era project docs -> Traditional British values docs -> From Warfighters to Crimefighters: The Origins of Domestic Police Militarization docs -> Borzoi Club of America Register of Merit Program I. What is a Register Of Merit docs -> Protecting the rights of the child in the context of migration docs -> United Nations E/C. 12/Esp/5 docs -> 9th May 1950 the schuman declaration docs -> Getting To Outcomes® in Services for Homeless Veterans 10 Steps for Achieving Accountability Download 15.7 Kb. Share with your friends:
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