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
The aim of the presentation is to introduce a theoretical mechanism for learning and a
methodological approach for analyzing meaning making in classroom talk and action, viz.
Practical Epistemology Analysis. It examines the potential of the approach for illuminating
learning on a discursive level, i.e., how discourses change and how individuals become
participants of new practices. The approach involves a high-resolution analysis of how
meaningful relations are built in encounters between individuals and between individuals and the
world. The approach is based mainly on the work of the later Wittgenstein, but also on
pragmatism and socio-cultural research with the explicit aim to analyze the relationship between
the design of teaching and what students learn. We demonstrate the basic use of PEA in two short
transcripts that we share with the presentation of Joint Action Theory. One of the transcripts
come from labwork in science education.
References
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