Session Information
27 SES 08C, Pragmatic Epistemology Analysis and Joint Action Theory in Didactics (Part 1)
Symposium to be continued in session 27 SES 09C
Time:
2008-09-12
08:30-10:00
Room:
B3 333
Chair:
Gérard Sensevy
Discussant:
Bernard Schneuwly
Contribution
This presentation illustrates how the PEA can be used to shed light on the relationship between
teachers’ and students’ actions. In order to accomplish this, we explicate, by using published and
unpublished examples from classroom communication 1) the relationship between experiences
and situation in students meaning-making, and 2) The relationship between social and individual
habits in meaning making. We illustrate these two relationship with examples from epistemic and
cognitive meaning-making situations. By using the insights from these illustrations it is possible
to show how PEA can be used for investigating the relationship between teacher instructions and
students’ meaning-making and how such a tool can be used to improve cognitive learning.
References
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