Spring 2000
Doctoral Seminar on In-Situ Methods: R695
Spring 2000
Doctoral Seminar on In-Situ Methods: R695
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| Barab, S., A., Barnett, M., Yamagata-Lynch, L., Squire, K., & Keating, T. (in press). Using Activity Theory to Understand The Contradictions Characterizing a Technology-Rich Introductory Astronomy Course. To appear in Mind, Culture, and Activity. |
| Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178. |
| Chi, M. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6(3), 271-315. |
| Clark, A. (1997). The dynamical challenge. Cognitive Science, 21(4), 461-481. |
| Gartener, J. & Wagner, I. (1996). Mapping actors and agendas: Political frameworks of systems design and participation. Human-Computer Interactions. 11, 187-214. |
| Goodenow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27(2), 177-196. |
| Goodwin, C. (1994) Professional vision. American Anthropologist, 96(3), 606-633. |
| Greeno, J., & MSMTAPG, (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5-26. |
| Guba, E. G., & Lincoln, Y. S. (1983). Competing paradigms in qualitative research. In G. F. Madaus, M. S. Scriven., and D. L. Stufflebeam (Eds.) Evaluation models: Viewpoints on educational and human services evaluation (pp. 195-220). Boston, MA: Kluwer-Nijhoff Publishing. |
| Hutchins, E. (1995). How a cockpit remembers its speeds. Cognitive Science, 19, 265-288. |
| Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the Learning Sciences, 4(1), 39-103. |
| Lave, J. (1997). The culture of acquisition and the practice of understanding. In D. Kirshner & J. A. Whitson (Eds.) Situated cognition: Social, semiotic, and psychological perspectives (pp. 63-82). Mahwah, NJ: Erlbaum. |
| Lave, J. (year). The values of quantification. In J. Law (Ed.), Power, Action and Belief: A New Sociology of Knowledge (pp. 88ó111). London: Routledge & Kegan Paul. |
| Magnusson, S. J., Templin, M., & Boyle, R. A. (1997). Dynamic science assessment: A new approach for investigating conceptual change. The Journal of the Learning Sciences, 6(1), 91-142. |
| MandelBlit, N., & Zachar, O. (1998). The notion of dynamic unit: Conceptual Developments in Cognitive Science, 22(2), 229-268. |
| Roschelle, J., & Clancey, W. (1992). Learning as social and neural. Educational Psychologist, 27(4), 435-453. |
| Roth, W-M., McRobbie, C. J., Lucas, K. B., & Boutonne, S. (1997). The local production of order in traditional science laboratories: A phenomenological analysis. Learning and Instruction, 7(2), 107-136. |
| Saxe, G. B. (1992). Studying childrenís learning in context: Problems and prospects. The Journal of the Learning Sciences, 2(2), 215-234. |
| Schoenfeld, A. (1992). On paradigms and methods: What do you do when the ones you know donít do what you want them to? Issues in the analysis of data in the form of videotapes. The Journal of the Learning Sciences, 2(2), 179-214. |
| Siegler, R. S., & Crowley, K. (1991). The microgenetic method: A direct means for studying cognitive development. American Psychologist, 46(6), 606-620. |
| Suchman, L. (1995). Making work visible. Communications of the ACM, 38(9), 56-65. |
| Taylor, J., & Cox, B. D. (1997). Microgenetic analysis of group-based solution of complex two-step mathematical word problems by fourth graders. The Journal of the Learning Sciences, 6(2), 183-226. |