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Inventors, copycats, and everyone else: The emergence of shared resources and practices as defining aspects of classroom communities
16 references·1 citing·32 second hop
Inventors, copycats, and everyone else: The emergence of shared resources and practices as defining aspects of classroom communities (1995)Inventors, copycats, and everyone else: T…Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses (1996)Teacher questioning in an ope…Knowing and Interacting: A Study of Culture, Practices, and Resources in a Grade 8 Open-Inquiry Science Classroom Guided by a Cognitive Apprenticeship Metaphor (1995)Knowing and Interacting: A St…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Computer Support for Knowledge-Building Communities (1994)Computer Support for Knowledg…The practice of learning (1993)The practice of learningThe concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students (1993)The concept map as a tool for…Aramis, ou l'Amour des Techniques. (1993)Aramis, ou l'Amour des Techni…Technology in Working Order: Studies of Work, Interaction and Technology (1992)Technology in Working Order: …Situated Learning (1991)Situated LearningRespecification: evidence for locally produced, naturally accountable phenomena of order, logic, reason, meaning, method, etc. in and as of the essential haecceity of immortal ordinary society (I) – an announcement of studies (1991)Respecification: evidence for…Making Sense of Ethnomethodology. (1990)Making Sense of Ethnomethodol…Situated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…Mundane Reason: Reality in Everyday and Sociological Discourse. (1988)Mundane Reason: Reality in Ev…Cognition in Practice (1988)Cognition in PracticePractical intelligence : nature and origins of competence in the everyday world (1986)Practical intelligence : natu…Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Accommodation of a scientific…Teaching science through designing technology (2007)Teaching science through desi…THE STRUCTURE OF SCIENTIFIC REVOLUTIONS (1963)The Structure of Scientific Revolutions (1963)Falsification and the Methodology of Scientific Research Programmes (1970)Constructing Scientific Knowledge in the Classroom (1994)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)The Process of Education (1960)ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT (2001)Design-based research and technology-enhanced learning environments (2005)Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006)Mental Models (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Centers of Coordination: A Case and Some Themes (1997)Symmetrical Absence/Symmetrical Absurdity: Critical Notes on the Production of Actor‐Network Accounts (2004)Material knowing: the scaffolding of human knowledgeability (2006)Beyond Abilities: A Dispositional Theory of Thinking. (1993)Testing common sense. (1995)The Nature of Social Competence: A Theoretical Review (1997)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Interpretations of graphs by university biology students and practicing scientists: Toward a social practice view of scientific representation practices (1999)When Are Graphs Worth Ten Thousand Words? An Expert-Expert Study (2003)Counting Things and People: The Practices and Politics of Counting (2009)Deliberative Policy Analysis (2003)Workplace Learning in Context (2004)“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007)Introduction: epistemic communities and international policy coordination (1992)Using Technology and Constituting Structures: A Practice Lens for Studying Technology in Organizations (2000)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)What video games have to teach us about learning and literacy (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 1989Situated Cognition and the Culture of Learning13,635 cited
  • 1988Cognition in Practice5,157 cited
  • 1982Accommodation of a scientific conception: Toward a theory of conceptual change5,116 cited
  • 1994Computer Support for Knowledge-Building Communities2,164 cited
  • 1993The practice of learning1,329 cited
  • 1986Practical intelligence : nature and origins of competence in the everyday world708 cited
  • 1992Technology in Working Order: Studies of Work, Interaction and Technology374 cited
  • 1991Respecification: evidence for locally produced, naturally accountable phenomena of order, logic, reason, meaning, method, etc. in and as of the essential haecceity of immortal ordinary society (I) – an announcement of studies273 cited
  • 1988Mundane Reason: Reality in Everyday and Sociological Discourse.264 cited
  • 1990Making Sense of Ethnomethodology.262 cited
  • 1993The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students218 cited
  • 1996Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses201 cited

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1995
Knowing and Interacting: A Study of Culture, Practices, and Resources in a Grade 8 Open-Inquiry Science Classroom Guided by a Cognitive Apprenticeship Metaphor
183 cited
  • 1993Aramis, ou l'Amour des Techniques.180 cited
  • Cited by

    • 2007Teaching science through designing technology58 cited