Academic literature on the topic 'Enactive knowledge'
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Journal articles on the topic "Enactive knowledge"
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Keane, Jondi, Rea Dennis, and Meghan Kelly. "Enacting Bodies of Knowledge." idea journal 17, no. 02 (December 1, 2020): 13–31. http://dx.doi.org/10.37113/ij.v17i02.407.
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This article discusses a range of issues that arise when bringing together researcher-practitioners around the intersection of art and science, body and environment. Although prompted by the issues played out at the second international Body of Knowledge: Art and Embodied Cognition Conference, the article addresses over-arching concerns around transfer of knowledge that are played out at conferences, through exhibitions and performance, and in publications. The researchers of embodied cognition and arts practitioners/performers share a fascination with the way cognitive ecologies emerge to reveal the modes of thinking, feeling, moving and making that enact features of our shared environment. While theorists explore how enactive theories of cognition observe and track these dynamic changes, practitioners tend to reflect upon the changes their practice initiates. The intersections of diverse research approaches amongst such common ground highlight the need for space and air to allow tensions, blind spots, opportunities and potentials for knowledge production to become perceptible; to spark productive conversations. This article considers the conference as an instance of enactive research in which communities of practice gather in an attempt to change encounter into exchange. In this case, the organisational structure of the conference becomes a crucial design decision that enacts an event-space. Consequently, if the event-space is itself a research experiment, then conferral, diversity, inclusion and cultural practices become crucial qualities of movement to observe, track and reflect upon. The activities within and beyond the conference indicate the extent to which creative research platforms alongside embodied enactive research projects must collaborate to draw out the resonances between diverse modes of acquiring knowledge and co-constructing the environment.
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Amalia, Anisa Rizki, and Tri Nova Hasti Yunianta. "Deskripsi Proses Kognitif Siswa SMP dalam Menyelesaikan Masalah Matematika Berdasarkan Modes Of Representation Teori Bruner." Jurnal Review Pembelajaran Matematika 4, no. 1 (June 24, 2019): 58–71. http://dx.doi.org/10.15642/jrpm.2019.4.1.58-71.
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There are three steps of cognitive processes, that is: 1) acquire new information, 2) transform information; and 3) test the relevance and accuracy of knowledge or evaluation. This study aims to describe the students the cognitive process of junior high school to solve mathematical problems based on Bruner's three modes of representation. The research is qualitative descriptive. The subjects were three students of junior high school; each of them is with high, medium, and low abilities. The results showed that the cognitive processes of high and medium abilities were able to acquire information and transform it to solve the problems in the enactive, iconic, and symbolic representation. For the testing relevance and accuracy, high-ability subject only works in the enactive representation. Middle-ability does in the enactive and symbolic representation. The low-ability subject was able to do all three cognitive processes on questions the enactive representation, but other questions in the iconic and symbolic representation cannot be solved.
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Jamaludin, Azilawati, Yam San Chee, and Caroline Mei Lin Ho. "Fostering argumentative knowledge construction through enactive role play in Second Life." Computers & Education 53, no. 2 (September 2009): 317–29. http://dx.doi.org/10.1016/j.compedu.2009.02.009.
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Wolff, Cecilia, and Mauricio Cárcamo. "Enactive or symbolic representation? When the order alters the product." VLC arquitectura. Research Journal 8, no. 1 (April 30, 2021): 173. http://dx.doi.org/10.4995/vlc.2021.12534.
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<p>This paper reviews a pedagogic exercise related to the degree of Architecture being taught at the University of Chile. This exercise, which is based on the action of folding paper, integrates knowledge areas from the project learning in initial phases. To illustrate this, in the methodology section, the applied didactic strategy together with its theoretical sustenance are described and then followed by both a review of the activities of the project itself and the learning results. The exercise addresses the multidisciplinary features of our field in Architecture, since it encourages students to directly and intuitively solve physical, structural, geometric, aesthetic and functional issues in an integral manner, appealing and adding to their already acquired ability to do and think in an enactive manner. The outcome of this exercise gets deep into the relationship among a number of aspects which include the type of representation incidence in the projecting operation (iconic, symbolic and enactive representations) and its directions, i.e., from enactive to symbolic representation and vice versa. Furthermore, it also lays out the didactic strategies and teaching contributions of the study case. To conclude, the relevance of this practical approach concerning the relationship between form with these three types of representation is discussed, so students may apply their knowledge and experience acquired during their life in the first stages of their architectural training at university.</p>
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Williams, Roy, Simone Gumtau, and Jenny Mackness. "Synesthesia: From Cross-Modal to Modality-Free Learning and Knowledge." Leonardo 48, no. 1 (February 2015): 48–54. http://dx.doi.org/10.1162/leon_a_00937.
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In an integrated view of perception and action, learning involves all the senses, their interaction and cross-modality, rather than multi-modality alone. This can be referred to as synesthetic enactive perception, which forms the basis for more abstract, modality-free knowledge and a potential underpinning for innovative learning design. The authors explore this mode of learning in two case studies: The first focuses on children in Montessori preschools and the second on MEDIATE, an interactive space designed for children on the autistic spectrum that offers a “whole-body” engagement with the world.
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Parker, Sandra. "The dancer as documenter: An emergent dancer-led approach to choreographic documentation." Journal of Dance & Somatic Practices 11, no. 1 (July 1, 2019): 67–80. http://dx.doi.org/10.1386/jdsp.11.1.67_1.
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Realigning the interrelationship between documentation, choreography and the lived moment of performance, this article asks how choreographic documentation practices can be reimagined to articulate deeper layers of embodied knowledge beyond a focus on movement patterns or gestures. Entrusting the dancer to drive the process, accentuating their expertise in perceiving and analysing bodily sensation, the article proposes a series of experimental documentation methods. These include the use of verbal language, the breaking down of choreographic continuity and linear phrasing, and ‘enactive’ filming, with repetition as an exploratory tool. Developed through practice, these methods consider the use of available technologies (laptops, smartphones, etc.), informed by theories of enactive perception. By relieving the tension between the immediacy of performance and choreography as a framework of previously defined choices and limits, the article focuses on the dancer as the primary asset in the documentation process, advocating their agency in articulating interior knowledge and lived bodily experience in documented forms.
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Rousi, Antti Mikael, Reijo Savolainen, and Pertti Vakkari. "A typology of music information for studies on information seeking." Journal of Documentation 72, no. 2 (March 14, 2016): 265–76. http://dx.doi.org/10.1108/jd-01-2015-0018.
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Purpose – A need to renew music-related information notions arises from both information-seeking models and literature of musical semiotics. The purpose of this paper is to create a music information typology, which aims at facilitating the examination of music information types at varying levels of abstraction in the context of information seeking. Design/methodology/approach – Literature of musical semiotics and information seeking are juxtaposed to develop a novel approach to music-related information. The grounding concepts are Bruner’s enactive, iconic and symbolic modes of representation. The modes of representation offer a universal scheme of knowledge that is applied to the domain of music by defining their content through Tarasti’s Theory of Musical Semiotics. Findings – This conceptual paper results in a music information typology ranging from the enactive music information representations to the abstract ones as follows. Music making as the first mode of enactive representations; music listening as the second mode of enactive representations; iconic representations of music; technological models of music as the first mode of symbolic representations; and ideological models of music as the second mode of symbolic representations. Originality/value – The present paper develops a music information typology that encompasses broadly different music information facets by categorizing music information sources according to their level of abstraction. When applied into empirical research, the typology opens a new window into the perceived roles of music information types in the context of information seeking.
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Dierckxsens, Geoffrey. "Enactive Cognition and the Other: Enactivism and Levinas Meet Halfway." Journal of French and Francophone Philosophy 28, no. 1 (June 15, 2020): 100–120. http://dx.doi.org/10.5195/jffp.2020.930.
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This paper makes a comparison between enactivism and Levinas’ philosophy. Enactivism is a recent development in philosophy of mind and cognitive science that generally defines cognition in terms of a subject’s natural interactions with the physical environment. In recent years, enactivists have been focusing on social and ethical relations by introducing the concept of participatory sensemaking, according to which ethical know-how spontaneously emerges out of natural relations of participation and communication, that is, through the exchange of knowledge. This paper will argue first that, although participatory sensemaking is a valuable concept in that it offers a practical and realistic way of understanding ethics, it nevertheless downplays the significance of otherness for understanding ethics. I will argue that Levinas’ work demonstrates in turn that otherness is significant for ethics in that we cannot completely anticipate others through participation or know-how. We cannot live the other’s experiences or suffering, which makes ethical relation so difficult and serious (e.g. care for a terminally ill person always falls short to a certain extent). I will argue next that enactivism and Levinas’ philosophy nevertheless do not exclude each other insofar they share a similar concept of subjectivity as a quality of naturally interacting with the external world to gain knowledge (Levinas speaks of dwelling). Finally, I will argue that enactivism’s notion of participatory sensemaking also offers something which Levinas’ insufficiently defines, namely a concept of social justice, based on equality and participation, that emerges out of natural relations.
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ESSL, GEORG, and SILE O'MODHRAIN. "An enactive approach to the design of new tangible musical instruments." Organised Sound 11, no. 3 (November 17, 2006): 285–96. http://dx.doi.org/10.1017/s135577180600152x.
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In this paper, we propose a theoretical framework for the design of tangible interfaces for musical expression. The main insight for the proposed approach is the importance and utility of familiar sensorimotor experiences for the creation of engaging and playable new musical instruments. In particular, we suggest exploiting the commonalities between different natural interactions by varying the auditory response or tactile details of the instrument within certain limits. Using this principle, devices for classes of sounds such as coarse grain collision interactions or friction interactions can be designed. The designs we propose retain the familiar tactile aspect of the interaction so that the performer can take advantage of tacit knowledge gained through experiences with such phenomena in the real world.
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Gibellini, Laura F., and Ricardo Horcajada González. "Mayautics." Drawing: Research, Theory, Practice 7, no. 1 (April 1, 2022): 125–37. http://dx.doi.org/10.1386/drtp_00083_1.
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Through analysis and codification of some images created by a 2-year-old child, the authors discuss the performative aspect of drawing as an embodied form of thinking that creates cognitive objects rather than images. We consider an enactive form of knowledge, based on the idea that the practitioner learns and understands while doing, while executing a movement. The ‘objects’ that are obtained in such process, which are constitutive of any graphic practice, would also need the totality of the body for its understanding.
Dissertations / Theses on the topic "Enactive knowledge"
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CULOTTA, VINCENZO. "Composizione di un sapere pedagogico nell’ascolto musicale attuativo." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2020. http://hdl.handle.net/10281/262899.
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Questa ricerca esplora le possibilità che si aprono offrendo ad adulti (professionisti in formazione) una particolare e originale esperienza artistico-musicale al fine di sviluppare consapevolezza, ascolto e apprendimento trasformativo. Ho progettato e realizzato due laboratori di ascolto musicale enattivo analizzandone gli effetti e i processi con l’intento di individuare alcune dimensioni strutturali dell’ascolto che possono divenire un’esperienza e una pratica educative. Gli elementi costruttivi dei laboratori, che fanno capo a una epistemologia pedagogica incorporata ed enattiva, sono: i corpi in azione del formatore e dei formandi e i gesti formativi, condizioni di possibilità di un setting formativo/trasformativo visto come un campo interattivo di esperienza e di costruzione di conoscenza.
L’ipotesi teorica, discussa nella prima parte della tesi, di un’analogia strutturale tra il gesto musicale e il gesto formativo evidenzia le qualità materiali di quest’ultimo in termini di temporalità, spazialità, intensità e forma.
Il senso espressivo del gesto è intransitivo: ciò suggerisce che un’esperienza formativa (qui, radicalmente intesa come formazione della persona) potrebbe non basarsi sulla comunicazione di contenuti (affettivi o intellettuali) ma sugli effetti performativi delle azioni e dei gesti compiuti dal formatore e dai formandi, organicamente orchestrati come in una composizione musicale.
Nel mio progetto, l’esperienza dell’ascolto diviene il fulcro di questa analogia tra i gesti musicali e pedagogici, e il cuore dei laboratori che si strutturano concretamente come processi di ascolto di un brano di musica attraverso cicli in cui l’azione corporea e la co-riflessività si alternano ricorsivamente.
Attraverso tali processi, l’esposizione enattiva dei partecipanti alle strutture musicali facilita il riconoscimento delle loro stesse azioni, schemi e posture corporei, e così anche, dei loro posizionamenti simbolici come educatori. Inoltre, il processo di formazione innescato da questo tipo di ascolto comporta la possibilità di modificare/rifinire quegli schemi e posture, grazie alla mediazione del gruppo.
La seconda parte della tesi è focalizzata sul progetto, realizzazione e analisi di due laboratori, a cui hanno partecipato rispettivi gruppi di professioniste in formazione dall’Università di Milano Bicocca, condotti nell’anno accademico 2018/19. Come ricercatore, ho preso parte attiva nei laboratori; il mio processo riflessivo e di auto-formazione è tra gli obiettivi del mio studio e uno dei suoi rilevanti risultati.
La metodologia impiegata è enattiva, interpretativa e critica, volta a costruire una teoria sufficientemente buona di questa esperienza. La scrittura auto-biografica e auto-etnografica, l’uso delle video-riprese e le note di campo, il coinvolgimento dialogico delle partecipanti in tutte le fasi del progetto, sono gli ingredienti di un processo enattivo di costruzione della conoscenza. Similmente, la scelta di un’analisi ricorsiva, narrativa e riflessiva dei contesti e dei processi laboratoriali (dopo una fase iniziale più induttiva) è stata intesa a far luce sugli effetti incrociati di azioni e significazioni multipli e embricati, messi in atto dalle partecipanti e dal conduttore.
L’analisi mostra: come i processi di ascolto, conoscitivi e formativi si siano svolti ponendo al centro i corpi, con le loro percezioni e sensazioni, azioni e posture; come sia andato co-costruendosi un metodo dell’ascolto, tale che le sensazioni di movimento di ciascuna potessero circolare ed essere ridefinite attraverso la mediazione trans-individuale svolta dall’azione del gruppo; come, attraverso l’ascolto attuativo, le partecipanti abbiano generato delle metafore educative incorporate contattando aspetti essenziali di una competenza ad educare.This research explores the possibilities opened by offering a specific and original kind of artistic-musical experience to adults (namely, professionals in education) in order to develop awareness, listening, and transformative learning. I designed an “enactive musical workshop”, proposed it to two groups of participants, and analysed its effects and process in order to identify some structural dimensions of musical listening that might become an educational experience and a training practice. The building blocks of the workshops, based on the gnoseological and epistemological framework of embodied and enactive pedagogy/knowledge, are the acting bodies of the trainer and trainees, and the formative gestures which leads to the conditions of a transformative/educational setting, as an inter-active field of experience and knowledge-building. The theoretical hypothesis – discussed in the first part of the thesis – of a deep analogy between musical and formative gestures highlights the material qualities of the latter in terms of temporality, spatiality, intensity, and form. The expressive sense of gesture is intransitive: this suggests that a formative experience (here, radically understood as the formation of the person) might not be based on the communication of content (affective or intellectual), but on the performative effects of the trainer and trainees’ gestures and actions, organically orchestrated, as in musical composition. In my project, the experience of listening becomes the centre of this analogy between musical and educational gestures/knowledge and the heart of the designed workshop, which is specifically structured as the implementation of enactive listening to a piece of music (I chose the Prelude “La cathédrale engloutie” by Debussy and the Impromptu No 1 by Schubert) through cycles where bodily action and co-reflexivity phases alternate recursively. Through this process, the enactive exposition of the participants to the sound-relational structures of the piece facilitates the acknowledgment of their own actions, patterns, and bodily postures, therefore of their symbolic positions as educators. Besides, the training process triggered by enactive musical listening entails the possibility of modifying/refining those patterns and postures, thanks to the fundamental mediation of the group. The second part of the thesis focuses on the design, realization, and analysis of two workshops with two groups of professionals in education from the University of Milan Bicocca, carried out in the 2018/19 academic year. As a researcher, I took an active part in the workshops; my own self-training and reflexive process is among the objectives of my study and one of its relevant outcomes. The chosen methodology is enactive, interpretative, critical, and aimed at building a good enough theory of this experience. Auto-biographical and auto-ethnographic writing, the use of video-registrations and field notes, the dialogical involvement of my participants in all the phases of the project are the ingredients of an enactive process of knowledge construction. Similarly, the choice in favour of an ongoing, narrative and reflexive analysis of the contexts and processes carried out in each workshop (after a more inductive initial phase) was meant to highlight the cross-effects of multiple and entangled actions and meanings, performed by the participants and the conductor. The analysis has highlighted: 1) a knowing process that places at the center the body with its perceptions and feelings, the actions and postures; 2) the enactive co-construction of a listening method, such that the movement feelings of each could loop, contaminate and be refined through the mediation of a group action; 3) the generative process carried out by the participants, through the enactive listening, of some embodied educational metaphors thanks to which they could contact some structural elements of a competence to educate.
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San, Martin Julia. "La culture d'action des enseignants de l'école primaire au Chili : contribution au développement d'une anthropologie énactive." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20079/document.
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Ce travail de thèse vise à décrire et à comprendre les éléments qui participent de la construction de la « culture d'action » des enseignants de primaire au Chili. En fondant notre réflexion sur les notions de culture d'action (Barbier, 2010) et de culture-propre (Theureau, 2011), nous avons fait l'hypothèse, que la culture « se montre » aux acteurs dans des situations où celle-ci est « remise en question ». Ainsi quatre situations dites « perturbantes » ont été étudiées : (1) l'affectation dans un niveau de classe dont les enseignantes avaient peu (ou pas) d'expérience préalable ; (2) le travail en classe avec un autre professionnel ; (3) la mise en oeuvre d'une prescription visant l'amélioration des pratiques et ; (4) l'influence de l'organisation de l'espace sur des choix pédagogiques des enseignantes. Ces situations ont été analysées en référence au cadre théorique et méthodologique du programme empirique du cours d'action (Theureau, 2004, 2006). En privilégiant une démarche qualitative, trois types de données ont été recueillies auprès de six enseignantes travaillant dans des écoles publiques : des enregistrements vidéographiques en situation de classe, des enregistrements vidéographiques lors des séances en autoconfrontation avec les enseignantes et des notes d'observation de classe. Les résultats rendent compte du « poids » différent que prennent les composantes culturelles dans la construction de l'expérience selon les contextes d'activité, l'histoire des institutions et l'histoire personnelle des acteurs. En même temps, ils prolongent des travaux qui révèlent l'inscription culturelle des objets (Adé et de De Saint-Geoges, 2004) et des configurations d'activité collective (Veyrunes, 2011). Enfin, ces résultats contribuent au développement d'une anthropologie énactive, tout en proposant une définition de la culture qui rende compte du caractère dynamique et complexe du travail enseignant comme activité humaineThe aim of this work is to describe and understand the elements involved in the construction of the "culture of action" in the case of primary school teachers in Chile. By basing our thinking on the concepts “culture of action” (Barber, 2010) and own-culture (Theureau, 2011), we have made the hypothesis that Culture "shows" itself to the participants in situations where culture is questioned. Based on this premise, four situations seen as " unsettling " were studied: (1) the designation of a teacher in a class level with which the teacher had little (or no) experience; (2) Working in a classroom with another professional; (3) the implementation of a program to improve teaching practices and; (4) the influence of the organization of space on educational strategies. These situations have been analyzed in relation to the theoretical and methodological framework of the empirical program “course of action” (Theureau, 2004, 2006). By favoring the qualitative approach, three types of data were collected from six teachers working in public schools: audiovisual records of the classes, audiovisual records during sessions in self-confrontation with the teachers, and classroom observation notes. The results reveal that the "weight" of cultural components vary depending on the context, the history of institutions and the personal history of the participants. At the same time, these results add to the works that reveal a cultural registration of the objects (Adé et de De Saint-Geoges, 2004) and the collective activity configurations (Veyrunes, 2011). Finally, these results contribute to the development of enactive anthropology, while providing a definition of Culture that reflects the dynamic and complex nature of the human activity of teaching
La presente tesis tiene como objetivo describir y comprender los elementos que participan en la construcción de la "culture de la acción" de los docentes de primaria en Chile. Fundando nuestra reflexión en la nociones de « culture de la acción » Barbier, 2010) et de cultura-propia (Thereau, 2011), hemos hecho la hipótesis que la cultura « se muestra » a los actores en las situaciones en que ella es « cuestionada » . De esta forma, fueron estudiadas cuatro situaciones entendidas como "perturbadoras": (1) la asignación en una nueva clase en que los profesores no tienen (o tienen muy poca) experiencia previa ; (2) el trabajo en clases con otro profesional; (3) la aplicación de una prescripción que busca mejorar las practicas docentes y (4) la influencia de la organización del espacio sobre las estrategias pedagógicas. Estas situaciones fueron analizadas en referencia al cuadro teórico y metodológico del programa empírico del « curso de la acción » (Theureau, 2004, 2006). Privilegiando una entrada cualitativa, tres tipos de datos fueron recogidos durante las clases de seis profesoras de escuelas publicas: registros audiovisuales de las clases, registros de entrevistas en auto confrontación y notas de observación de clases. Los resultados muestran que los componentes culturales "pesan" de maneras diferentes según los contextos, la historia de las instituciones y la historia personal de los actores. Al mismo tiempo, estos resultados prolongan los trabajos que dan cuenta de una inscripción cultural de los objetos (Adé y De Saint Georges, 2004) y de las configuraciones de actividad colectiva (Veyrunes, 2011). Finalmente, nuestros resultados contribuyen al desarrollo de una antropología enactiva al proponer una definición de cultura que pone en evidencia el carácter dinámico y complejo del trabajo docente como actividad humana
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Hart, M. J. Alexandra. "Action in Chronic Fatigue Syndrome: an Enactive Psycho-phenomenological and Semiotic Analysis of Thirty New Zealand Women's Experiences of Suffering and Recovery." Thesis, University of Canterbury. Social and Political Sciences, 2010. http://hdl.handle.net/10092/5294.
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This research into Chronic Fatigue Syndrome (CFS) presents the results of 60 first-person psycho-phenomenological interviews with 30 New Zealand women. The participants were recruited from the Canterbury and Wellington regions, 10 had recovered. Taking a non-dual, non-reductive embodied approach, the phenomenological data was analysed semiotically, using a graph-theoretical cluster analysis to elucidate the large number of resulting categories, and interpreted through the enactive approach to cognitive science.
The initial result of the analysis is a comprehensive exploration of the experience of CFS which develops subject-specific categories of experience and explores the relation of the illness to universal categories of experience, including self, ‘energy’, action, and being-able-to-do.
Transformations of the self surrounding being-able-to-do and not-being-able-to-do were shown to elucidate the illness process.
It is proposed that the concept ‘energy’ in the participants’ discourse is equivalent to the Mahayana Buddhist concept of ‘contact’. This characterises CFS as a breakdown of contact. Narrative content from the recovered interviewees reflects a reestablishment of contact.
The hypothesis that CFS is a disorder of action is investigated in detail.
A general model for the phenomenology and functional architecture of action is proposed. This model is a recursive loop involving felt meaning, contact, action, and perception and appears to be phenomenologically supported.
It is proposed that the CFS illness process is a dynamical decompensation of the subject’s action loop caused by a breakdown in the process of contact.
On this basis, a new interpretation of neurological findings in relation to CFS becomes possible. A neurological phenomenon that correlates with the illness and involves a brain region that has a similar structure to the action model’s recursive loop is identified in previous research results and compared with the action model and the results of this research. This correspondence may identify the brain regions involved in the illness process, which may provide an objective diagnostic test for the condition and approaches to treatment.
The implications of this model for cognitive science and CFS should be investigated through neurophenomenological research since the model stands to shed considerable light on the nature of consciousness, contact and agency.
Phenomenologically based treatments are proposed, along with suggestions for future research on CFS. The research may clarify the diagnostic criteria for CFS and guide management and treatment programmes, particularly multidimensional and interdisciplinary approaches.
Category theory is proposed as a foundation for a mathematisation of phenomenology.
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Wilmot, Kirstin Dianne. "Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/20498.
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This thesis addresses the practical problem of developing effective writing pedagogy to support doctoral candidates. It does this by focusing on the ways knowledge is organised in dissertations and the strategies used to enact these practices in writing. In doing so, the thesis offers an alternative perspective on knowledge practices in doctoral dissertations that goes beyond distinguishing between knowledge ‘types’ and simple descriptive categories of disciplines (e.g. ‘hard’ vs. ‘soft’). The study shows how this alternative perspective can see knowledge, analyse knowledge and, importantly, reveal the organising principles of knowledge; and from this it develops tools and descriptions that uncover generalizable strategies for knowledge-building oriented toward doctoral-writing pedagogy. Drawing on Legitimation Code Theory the thesis explores 25 exemplary doctoral dissertations across a range of subject areas in the humanities and social sciences. Through analyses at multiple levels of granularity – from whole dissertations, to individual sections and fine-grained phases of writing – it develops a set of conceptual tools for analysing knowledge in writing and demonstrates how such tools can be used to unpack the knowledge work involved in dissertations. Through the dimension of Specialization, five ‘core components’ of dissertations are distinguished that reveal a set of strategies candidates use to foreground different kinds of knowledge. These strategies point to the bases of the claims being made, revealing one aspect of the ‘rules of the game’ underpinning dissertation writing. These ‘rules’ are not tied to any one discipline; rather, the strategies are organised according to the kind of knowledge-claim enacted. Drawing on the dimension of Semantics, key strategies for shifting the context-dependence and complexity of knowledge are explored that show how students construct findings in exemplary ways. To orient toward pedagogy, the strategies are then turned back onto the dissertations to demonstrate their utility for analysing texts to reveal key pedagogic insights. The framework developed in this thesis provides an entry point for developing theoretically sophisticated but empirically-grounded tools with pedagogic potential for analysing knowledge practices in doctoral writing.
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Dupuy, Eric. "Construction d’une notion scientifique et invariant : le cas d'élèves de l'enseignement primaire." Thesis, Bordeaux 2, 2009. http://www.theses.fr/2009BOR21652/document.
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Cette thèse centre son objet dans le champ de la construction de conceptions scientifiques au cours d’activités expérimentales en sciences physiques menées en milieu scolaire par des élèves. Elle s’appuie sur trois hypothèses majeures. La formation des concepts et des notions se structure autour d’éléments invariants. L’élaboration de la pensée résulte de la conjonction de réflexions propres, d’actions et d’échanges ancrés dans une dynamique sociale. Les représentations dévoilent et organisent des modalités de pensée et de son actualisation. Dans une premier temps la thèse se concentre sur la formation de la notion de concept : du repérage d’invariants vers une architecture conceptuelle stable. Ensuite elle expose les questions que posent la notion d’apprentissage et la perspective de l’autonomie de l’apprenant. Enfin elle présente la théorie de la représentation et pose la question de la constitution et de la mise en évidence de la connaissance. Dans un second temps, la thèse inscrit ses expérimentations dans l’observation de situations scolaires basant sur l’hypothèse phénoménologique dans une épistémologie constructiviste la condition de la transformation des situations vécues en données exploitables. L’une sur le thème de l’ombre, l’autre sur celui de l’électricité, elles attestent d’une élaboration cognitive complexe d’où naissent des conceptions sur la base d’invariants, les représentations permettent de dévoiler et de structurer des cheminements de pensée. Si les items “enfantins” (R1) sont nombreux, des items “rationalisants” (de R2) se dégagent souvent portés par une représentation “imagée” (R1?R2), ou sur une dynamique interne (R2?R2). Enfin, la thèse montre, de manière encore empirique, comment certaines combinaisons d’items manifestent, pour ainsi dire “sous nos yeux”, la pensée de l’élève qui s’élabore : une “enaction” au sens de VarelaThe purpose of this dissertation is to study how scientific conceptions are constructed in the course of experimental activities in physical sciences by young children at school. The study is based on three principal hypotheses: a) The formation of concepts and notions depends on invariant elements. b) The elaboration of thought results from personal reflections, actions and exchanges all anchored in a social dynamic process. c) Representations reveal and organise modes of thinking and their actualisation. In the first stage, the dissertation focuses on the formation of the notion of concept: from the evidencing of invariants to a stable conceptual architecture. Next, it presents the questions raised by the notion of learning and the expected achievement of the learner’s autonomy. Then, it develops a theory of representation, considering the question of the constitution and realisation of knowledge. In a second stage, the dissertation conducts its experimentations within the framework of an observation of classroom situations, the conversion of concrete situations into interpretable data being based on the phenomenological hypothesis from the point of view of constructivist epistemology. One situation refers to the theme of shade, the other to that of electricity: both evidence a complex process of cognitive elaboration, giving rise to conceptions based on a set of invariants. The representations thus reveal and structure the processes of thought. While « childish » items (R1) prove to be numerous, there also often emerge « rationalising » items (R2), either image-based or resting on internal dynamics. Finally, the dissertation demonstrates, in a still empirical way, how certain item combinations evince, so to speak before our very eyes, the child’s process of thinking in action — i.e. « enaction » in the Varela sense of the word
Diese Arbeit befasst sich mit der Konstruktion von wissenschaftlichen Konzepten im Verlauf von physikalischen Experimenten ,die Schüler im Unterricht durchführen. Sie stützt sich dabei auf drei Hypothesen. Die Bildung von Konzepten und Begriffen strukturiert sich um Invarianten. Die Erarbeitung eines Gedankens ergibt sich aus der Verbindung von eigenständigen Überlegungen, von Handlungen und von in sozialer Dynamik verankertem Austausch. Repräsentationen zeigen Modalitäten des Denkens und ihre Aktualisierung auf und organisieren sie. Diese Arbeit fokalisiert sich zunächst auf die Ausbildung des Konzeptbegriffs: vom Erfassen von Invarianten hin zu einer stabilen Konzeptarchitektur. Dann geht sie auf die Fragestellungen des Lernbegriffs ein und auf die Perspektive der Autonomie des Lernenden. Schließlich stellt sie die Repräsentationstheorie dar und fragt nach der Ausformung und der Offenkundigkeit der Erkenntnis. Im zweiten Teil dieser Arbeit werden die Experimente in Form von Beobachtungen in der Schule ausgewertet. Dabei beruht die Umwandlung von erlebten Situationen in verwertbare Daten auf der phänomenologischen Hypothese einer konstruktivistischen Epistemologie. Ein Experiment beschäftigt sich mit dem Schatten, das andere mit dem Thema Elektrizität. Sie belegen eine komplexe kognitive Erarbeitung, die zu Konzepten auf der Grundlage von Invarianten führen. Durch Repräsentationen werden die Gedankengänge offensichtlich und strukturiert. Auch wenn es zahlreich „kindliche“ Item (R1) gibt, werden „rationalisierende“ Item (von R2) oft mit Hilfe einer „bildgebenden“ Repräsentation (R1?R2) oder einer internen Dynamik (R2?R2) freigesetzt. Auf noch empirische Weise zeigt diese Arbeit schließlich wie gewisse Kombinationen von Item sozusagen unter unseren Augen die Entstehung des Gedanken beim Schüler aufzeigen: eine Enaction im Sinne von Varela
Esta tesis centra su objeto en el campo de la construcción de concepciones científicas en el curso de actividades experimentales en ciencias físicas conducidas en medio escolar por alumnos. Se apoya sobre tres hipótesis mayores. La formación de los conceptos y de nociones se estructura alrededor de elementos invariantes. La elaboración del pensamiento resulta de la conjunción de reflexiones, propias acciones e intercambios anclados en una dinámica social. Las representaciones descubren y organizan las modalidades de pensamiento y su actualización. En un primer tiempo la tesis se concentra en la formación de la noción de concepto: del reconocimiento de invariantes hacia una arquitectura conceptual estable. Luego expone las preguntas que plantea la noción de aprendizaje y la perspectiva de autonomía del novato. Luego presenta la teoría de la representación y plantea la cuestión de la constitución y la puesta en evidencia del conocimiento. En un segundo tiempo, la tesis inscribe sus experimentaciones en la observación de situaciones escolares basada la hipótesis fenomenológica en una epistemológica constructivista, la condición de la transformación de situaciones vividas en datos explotables. Una sobre el tema de la sombra, otra en lo de la electricidad, dan testimonio de una elaboración cognitiva compleja de donde nacen concepciones sobre la base de invariantes, las representaciones permiten descubrir y estructurar aproches de pensamiento. Si los “ítem” infantiles (R1) son numerosos, unos “ítem” “ racionalizantes (de R2) se desprenden a menudo llevados por una representación llena de imágenes (R1?R2), o en una dinámica interne (R2?R2). Por fin, la tesis muestra, de manera aun empÍrica, cómo ciertas combinaciones de ítem manifiestan, dicho sea asÍ “bajo nuestros ojos”, el pensamiento del alumno elaborándose: una “enacción” en el sentido de Varela
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Birlean, Camelia. "The role of teachers' pedagogical and subject-matter knowledge in planning and enacting science-inquiry instruction and in assessing students' science-inquiry learning." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106249.
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This study explored the relation between pedagogical knowledge and subject-matter knowledge, in the context of inquiry-driven science instruction, and their relation to instructors' performance in the instructional process. This multiple case study focused on three distinct categories of teachers--Novice in Inquiry and in Science, Novice in Inquiry and Expert in Science, and Expert in Inquiry and in Science--and examined the commonalities and differences among them by exploring the cognitive processes these teachers used when planning and enacting an inquiry instructional situation, as well as when assessing students' learning resulting from this specific instructional event. Inquiry instruction varied across cases from largely structured to largely open. The Novice-Novice's science instruction, predominantly traditional in the approach, differed greatly from that of the Expert-Expert and of the Novice-Expert. The latter two emphasized--to various extents structured, guided, and open--inquiry strategy as part of their ongoing instruction. The open inquiry was an approach embraced solely by the Expert-Expert teacher throughout the Advanced Science Research instruction, emphasizing the creative aspect of problem generation. Edward teacher also distinguished himself from the other two participants in his view of planning and terminology used to describe it, both of which emphasized the dynamic and flexible feature of this instructional process. The Expert-Expert identified occasional planning, planning of specific skills and content critical to students' learning process during their independent inquiry. The observed teaching performance of the three participants partly reflected their planning; the alignment was least frequent for the Novice-Novice.The assessment of inquiry-based projects varied greatly across participants. Each teacher participant evaluated a set of three inquiry-based science projects that differed in their quality, and this variation increased when the inquiry-based projects were compared across participants. The inquiry-based science projects varied in their degree of complexity, sophistication, originality of the topic, and method of investigation. The projects originating from Edward teacher's instruction were qualitatively superior to those assessed by the Novice-Expert and Novice-Novice teachers. In addition, these inquiry-based projects were the only projects that addressed the criterion of originality. The instructional model depicted within the Expert-Expert teacher's case provide the beginning of a model of instructional alignment in which planning, teaching, and assessing are examined as three interconnected processes that mutually informed and continuously enhance each other.Cette étude a exploré la relation entre les connaissances pédagogiques et disciplinaires, dans le contexte de l'approche par investigation du processus d'enseignement des sciences et leur relation avec la performance des enseignants dans le processus d'enseignement.Cette recherche s'est concentrée sur trois catégories distinctes d'enseignants: le Pédagogue Apprenti-le Scientifique Apprenti, le Pédagogue Apprenti-le Scientifique Expert et le Pédagogue Expert-le Scientifique Expert; elle examine leurs ressemblances et leurs différences, tout en explorant les processus cognitifs que ces enseignants ont utilisés durant la planification et le déroulement de la situation d'enseignement investigatif.La démarche par investigation a varié à travers ces catégories de participants, en allant de très structurée à très ouverte. L'approche scientifique du participant Apprenti-Apprenti était prédominant traditionnelle. Au contraire, l'approche scientifique de l'Expert-Expert et de l'Apprenti-Expert ont mis l'emphase sur la stratégie d'investigation qui variait de structurée à plus ouverte. L'investigation ouverte était une approche utilisée seulement par l'Expert-Expert durant la classe de recherche des sciences avancées, en mettant l'accent sur l'aspect créatif de la génération des problèmes.L'Expert-Expert s'est distingué de deux autres participants par son point de vue sur la planification, qui met en évidence l'aspect dynamique et flexible de ce processus d'enseignement. L'Expert-Expert a identifié la planification occasionnelle, laquelle comprend la planification des habilités et des contenus spécifiques et critiques pour le processus d'apprentissage des élèves pendant ces investigations indépendants. La performance observée des trois participants était partiellement reflétée dans leur planification; l'alignement était moins fréquent pour ce qui est de l'Apprenti-Apprenti.L'évaluation des projets basés sur l'approche par investigation a varié d'un participant à l'autre. Chaque participant a évalué une série de trois projets de science basés sur l'approche par investigation, projets qui étaient différents en ce qui concerne la qualité et cette variation a augmenté quand les projets ont été comparés entre les participants.Les projets de science basés sur l'investigation ont varié selon le degré de complexité, l'originalité de la problématique et la méthode d'investigation. Les projets issus de l'enseignement de l'Expert-Expert ont été supérieurs du point de vue de la qualité et comparaison avec ceux évalués par les participants Apprenti-Expert et Apprenti-Apprenti. De plus, ces projets basés sur l'investigation ont été les seuls projets qui ont rencontré les critères de l'originalité.Le modèle du processus d'enseignement du participant Expert-Expert décrit dans cette recherche représente le début d'un modèle d'alignement d'approche d'investigation dans lequel la planification, le déroulement de la planification et l'évaluation ont été examinés comme trois processus inter-liés qui se renseignent et se complètent.
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Gruson-Daniel, Célya. "Numérique et régime français des savoirs en~action : l'open en sciences : le cas de la consultation « république numérique » (2015)." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCB114.
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Ma recherche prend la forme d'une enquête au sein des milieux de production des savoirs français contemporains qui vise à comprendre les différentes significations du terme open en sciences. J'ai considéré le qualificatif open comme une formule, dont l'analyse de ses traductions en français (ouvert, libre, gratuit) tout autant que des noms qui lui sont associés (science, data, access) constitue le fil directeur de son étude. Cette recherche prend la forme d'une enquête au sein des milieux de production des savoirs français contemporains et vise à comprendre les différentes significations du terme open en sciences. J'ai considéré le qualificatif open comme une formule. L'analyse de ses traductions en français (ouvert, libre, gratuit), tout autant que des noms qui lui sont associés (science, data, access), constitue le fil directeur de mon étude. Cette enquête, qui a débuté en 2013, s'est surtout centrée sur un évènement particulier, la consultation sur le projet de loi pour une République numérique (septembre-octobre 2015), en particulier l'article 9 sur « le libre accès aux publications scientifiques de la recherche publique ». Cette consultation en ligne a donné une envergure nationale et publique aux problématiques d'accès aux savoirs. En tant qu'épreuve de réalité « équipée » d'un dispositif numérique participatif, elle a été l'occasion d'observer presque « en direct » la défense de différentes conceptions de « ce que devrait être » le régime contemporain des savoirs en France. M'inscrivant dans une démarche par théorisation ancrée, j'ai constitué progressivement, à propos de ce moment particulier de cristallisation des débats sur l'open en sciences, un corpus de documents reflétant le déploiement des échanges sur des espaces/dispositifs numériques distincts : site web de la consultation, blogs scientifiques, revues académiques, médias « grand public », rapports. Les mouvements itératifs de cette enquête, alliant méthodes numériques (réalisation d'une cartographie de similarité des votes) et analyse qualitative du corpus, tout autant que les concepts théoriques mobilisés à la croisée entre sciences de l'information et de la communication et sociologie pragmatique de la critique, ont donné lieu à une modélisation. Cette dernière expose les perspectives argumentatives et les stratégies dans l'épreuve mises en œuvre par diverses parties prenantes pour faire valoir leurs conceptions. Elle montre qu'elles sont sous-tendues par des logiques que j'ai rattachées à des esprits successifs du régime français des savoirs. Par la suite, en passant de la modélisation à une théorisation transposable à d'autres terrains de recherche, je montre comment, derrière les discours sur l'open, la distinction entre deux logiques (technoindustrielle ou processuelle) peut être pertinente pour analyser les reconfigurations actuelles d'autres agencements sociétaux. Les stratégies dans l'épreuve employées lors de la consultation illustrent dans ce sens la coexistence de deux conceptions « numériques » de la démocratie (représentative étendue ou contributive), présentes dans le design même de la plateforme consultative. Dans la dernière partie, je propose d'expliquer les dynamiques de reconfiguration d'un esprit et d'un agencement sociétal dans une interprétation énactive en considérant les couplages permanents entre cognition, actions médiées par les technologies et environnement sociotechnique. L'expérience même du doctorat narrée tout au long de ce récit constitue aussi l'exemple d'un processus d'énaction sur mes propres conceptions de l'open. En ce sens, elle ouvre une piste de réflexion sur la nature située et incarnée de toute production de savoirs, qui n'échappe pas aux limites tout autant qu'aux potentialités de la métacognitionThis research investigates the worlds of contemporary French knowledge production in order to understand the different meanings of the term "open" in sciences. Specific attention has been drawn to the qualifying adjective open in relation to the french translations (ouvert, libre gratuit) as well as associated terms (science, data, access) with this formula. This inquiry began in 2013 and focused mainly on a specific event, the consultation on the bill for a "Digital Republic" (September-October 2015), in particular Article 9 on "open access to scientific publications in public research". This online consultation has allowed for a national and public scope to the issue of access to knowledges. As an "equipped" reality test via a participative website, arose the opportunity to observe almost "live" the defense of different conceptions of "what should be" the contemporary regime of knowledges in France. Through a grounded theory approach around this particular crystallisation moment of the debates on open in sciences has led me to gradually constitute a corpus of documents, reflecting the deployment of the exchanges on different digital spaces/apparatus (consultation website, scientific blogs, academic notebooks, mainstream press, etc.). Within an iterative research process, I combined digital methods (digital mapping of the similarity of votes) and qualitative analysis of the corpus, as well as the theoretical concepts mobilized at the crossroads between information and communication sciences and pragmatic sociology of critique. This enabled the development of a model which shows that the argumentative perspectives and the strategies in the test implemented by various stakeholders to promote their own conceptions are underpinned by logics, which I have attached to spirits of the french regime of knowledges. Subsequently, by switching from modeling to transposable theorization into other fields of research, I show how the distinction between two logics (technoindustrial or processual), behind the discourses on open can be relevant to analyze the current reconfigurations of other societal arrangements. The consultation by itself illustrates this point with the coexistence of two "digital" conceptions of democracy (extended representative or contributive), embodied in the design of the consultative platform. In the last part, I propose to explain the dynamics between the reconfiguration of a spirit and its social arrangement, by considering the permanent coupling between cognition, technologically mediated actions and socio-technical environment. Finally, the PhD experience narrated throughout this inquiry is also an example of an enaction process on my own conceptions of open. In this sense, it opens further reflections on the situated and incarnated nature of any production of knowledges, which escapes neither the limits nor the potentialities of metacognition
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Schmitt, Daniel. "Expérience de visite et construction des connaissances : le cas des musées de sciences et des centres de culture scientifique." Phd thesis, Université de Strasbourg, 2012. http://tel.archives-ouvertes.fr/tel-00802163.
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Pouvons-nous saisir, comprendre et décrire l'expérience de visite dans un musée ? Cette étude aborde l'expérience des visiteurs à partir d'une perspective énactive comme ce qui fait sens du point de vue du visiteur dans le cours de sa visite. Les principaux résultats portent sur une méthode d'investigation originale dans le champ muséal qui autorise un nouveau point de vue sur l'expérience des visiteurs dans les musées. Nous montrons que l'analyse du cours d'expérience réalisée à partir d'un entretien en re-situ subjectif permet de décrire et de comprendre les unités élémentaires de l'expérience des visiteurs, ainsi que l'expérience globale de visite avec précision, finesse et profondeur. Nous mettons en évidence les actions et les cheminements cognitifs des visiteurs qui concourent à la construction de leurs connaissances et nous proposons des cours d'expérience typiques aux visites de musées.
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MacDonald, Angela M. "Enacting global citizenship education: Teacher subject-matter knowledge and pedagogy." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=452825&T=F.
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Daniel, Leah Jenny. "Enacting mathematical content knowledge in the classroom: the preservice teacher experience of lower secondary algebra." Thesis, 2015. https://researchonline.jcu.edu.au/43772/1/43772-daniel-2015-thesis.pdf.
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Effective secondary mathematics teachers possess particular forms of mathematical content knowledge (MCK) which they purposefully enact in the classroom. Secondary mathematics preservice teachers are in the process of developing their MCK and their instructional decision making skills regarding the MCK they teach. However, the quality of secondary mathematics preservice teachers' MCK has been found lacking, both nationally in Australia and internationally. Arguably even more problematic, is the challenge of finding an accurate measure of preservice teacher MCK. In contrast to the common "paper test" approach used, this interpretive Australian study sought to describe the nature of secondary mathematics preservice teacher MCK by investigating what they enact "live" in their teaching practice. Because enacted MCK results from a decision making process, the study also aimed to identify the influences impacting preservice teachers' consideration of goals and of the MCK chosen to achieve the retained goals. The study limited itself to the context of lower secondary algebra lessons, mainly up to and including linear equations.
Observation data (video footage, field notes, and lesson artefacts) pertaining to a total of six Year 8 and four Year 10 algebra lessons, taught by six 3rd and 4th year secondary preservice teachers, were collected during the preservice teachers' practicum phases. Within 48 hours of each lesson, a follow-up interview was completed with each preservice teacher. The semi-structured interview featured stimulated recall procedures using edited lesson footage. The interviews generated data concerning the decisions made by the preservice teachers that led to their enacting or withholding particular MCK during instruction. Teaching actions that attracted comment from the preservice teachers in the interviews were sorted into 137 "episodes", defined by the goal(s) pursued by the preservice teachers when performing those actions. The researcher coded the type and quality of MCK that manifested in each episode. Corresponding interview reflections were coded for evidence of decision making influences that impacted MCK related decisions. General lesson reflections, observation field notes, and lesson artefacts were also analysed for influencing elements. Lesson and interview data were analysed using pattern-seeking techniques and cross-variable analyses to identify the type and quality of MCK enacted and the influencing elements on MCK related decisions.
The results of the study suggest that five categories of influencing elements, referred to in the study as influences, impacted the MCK related decisions. The first influence was the practicum context, comprising the advice from the supervising teacher, information provided in term overviews, school perceptions of the mathematical ability of student cohorts, and content presented in the class textbook. The second influence was the preservice teachers' pedagogical intentions, evidenced in the goals they formed at the macro, meso, and micro levels of their lessons. The third influence was the classroom circumstances that the preservice teachers considered as they made MCK related decisions. This influence comprised classroom events that captured the preservice teachers' attention and the instructional setting of classroom interactions, such as small group or whole of class instruction. The fourth influence was the preservice teachers' own MCK, MCK which they rarely sought to develop further when they prepared for their lessons. The fifth and final influence was the judgements that preservice teachers made about students. These judgements applied to how students develop mathematical understandings and to their mathematical needs, including exposure to appropriate mathematical content.
The MCK that the preservice teachers enacted showed a preponderance of procedural knowledge emphasising mathematical rules and automated sequences of procedural steps. Occasionally, there was evidence of a specialised knowledge of algebraic procedures needed for teaching lower secondary mathematics, including connections involving conceptual knowledge and algebraic ways of thinking. However, the preservice teachers only sporadically enacted conceptual knowledge and algebraic ways of thinking to supplement their presentation of rules, steps, and algebraic manipulations. The superficial treatment or notable absence of conceptual knowledge and algebraic ways of thinking in the majority of the preservice teachers' teaching episodes reduced the overall quality of the content delivered. A lack of verbal precision and a lack of attention to the limitations of the procedures demonstrated also characterised the MCK that manifested in the classroom.
The quality of the MCK delivered appeared to be associated with particular influences on the decisions the preservice teachers made. The preservice teachers tended to enact automated, imprecise, and contextually limited MCK when their own MCK was inadequate or when they made questionable judgements regarding the mathematical content they believed that students should be exposed to or the ways that students develop mathematical understandings. The preservice teachers enacted better quality MCK, which included connections involving conceptual knowledge, algebraic ways of thinking, and specialised knowledge of procedures, when their goals focussed on highlighting mathematical connections or on addressing student confusion. Stronger MCK was also evident when preservice teachers were responding to a particular student query rather than enacting MCK that they had planned to share before the lesson began. Finally, small group rather than whole of class instructional settings were associated with better quality MCK.
The study highlights the significance of the preservice teachers' own prior mathematical experiences, of their understanding of how students learn, and of their live classroom interactions with students on the MCK related decisions they make. Preservice teachers' most recent university mathematics experiences may lead to a compressed knowledge of secondary algebra procedures and an automated treatment of algebraic manipulations which are evident in their teaching actions. Their lack of experience with school learners causes them to make MCK related decisions based on their own past observations of mathematics teachers and learners, which are inevitably limited by the student vantage point from which they were observed. The live classroom context in which preservice teachers interact with students positively impacts the mathematical content delivered. By sharing mathematical ideas with students, preservice teachers refine their knowledge of students' mathematical needs and begin to unpack their own MCK to accommodate those needs, improving the quality of the MCK they subsequently enact as interactions unfold.
This study shows that preservice teacher MCK enacted in live classroom situations is not easily measured. Even when visible, it may not be a true indication of the MCK the preservice teacher possesses. The MCK that is enacted may indicate the mathematical knowledge they possess but it may also merely reflect the choices they have made, the quality of which are determined by the knowledge that preservice teachers bring to the decision making process. Hence, developing the preservice teacher MCK that manifests in their teaching actions requires attention not only to the MCK that preservice teachers hold but also to their evidence-based knowledge of how students learn mathematics. The findings of the study may improve the design and delivery of both the university-based component and the school-based component of secondary mathematics teacher education programs. Stronger partnerships between university and school-based educators are needed to (a) provide more opportunities for preservice teachers to develop evidence-based knowledge of how students learn mathematics, (b) privilege conceptual knowledge, algebraic ways of thinking, and associated connections to procedures in algebra, (c) explicitly highlight specific aspects of MCK, including precise use of mathematical terminology, that preservice teachers should be attending to in practicum lessons, and (d) provide opportunities beyond the practicum context for preservice teachers to be involved in MCK related interactions, ideally with secondary mathematics students.
Books on the topic "Enactive knowledge"
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Gert, Buelens, ed. Enacting history in Henry James: Narrative, power, and ethics. New York: Cambridge University Press, 1997.
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Enacting Englishness in the Victorian period: Colonialism and the politics of performance. Aldershot, Hants, England: Ashgate, 2007.
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Halpin, Harry. Solving the Frame Problem Socially. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198801764.003.0014.
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The question of how technology impacts the existing forms of epistemology and forms a new kind of socially extended epistemology deserves a thorough philosophical investigation. Traditionally, epistemology has been bound to a vision of knowledge as internal beliefs justified via logical inference. This view was externalized by artificial intelligence research into knowledge representation. Yet historically this form of research has failed, with knowledge representation being unable to cope with the Frame Problem: How to capture a changing and fluid world in a formal system that can be mechanized? Today, people use search engines, tagging, and social media to leave an enactive “social trail” through the vast amount of information, creating new kinds of distributed and extended knowledge that challenges traditional theories of epistemology. This shaping of the epistemic environment allows humans to socially solve the Frame Problem and extend the bounds of knowledge via technological means.
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Solomonova, Elizaveta. Sleep Paralysis. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.20.
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Sleep paralysis is an experience of being temporarily unable to move or talk during the transitional periods between sleep and wakefulness: at sleep onset or upon awakening. The feeling of paralysis may be accompanied by a variety of vivid and intense sensory experiences, including mentation in visual, auditory, and tactile modalities, as well as a distinct feeling of presence. This chapter discusses a variety of sleep paralysis experiences from the perspective of enactive cognition and cultural neurophenomenology. Current knowledge of neurophysiology and associated conditions is presented, and some techniques for coping with sleep paralysis are proposed. As an experience characterized by a hybrid state of dreaming and waking, sleep paralysis offers a unique window into phenomenology of spontaneous thought in sleep.
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Kozak, Mariusz. Enacting Musical Time. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190080204.001.0001.
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What is musical time? Where is it manifested? How does it show up in our experience, and how do we capture it in our analyses? Enacting Musical Time offers several answers to these questions by considering musical time as the form of the listener’s interaction with music. Building on evidence from music theory, phenomenology, cognitive science, and social anthropology, the book develops a philosophical and critical argument that musical time is created by the moving bodies of participants engaged in musical activities. The central thesis is that musical time describes the form of a specific kind of interaction between musical sounds and a situated, embodied listener. This musical time emerges when the listener enacts his or her implicit kinesthetic knowledge about “how music goes”—knowledge expressed in the entire spectrum of behavior, from deliberate inactivity, through the simple action of tapping one’s foot in synchrony with the beat, to dancing in a way that engages the whole body. This idea is explored in the context of recent Western classical art music, where composers create temporal experiences that might feel unfamiliar or idiosyncratic, that blur the line between spectatorship and participation, and even challenge conventional notions of musical form. Basing the discussion on the phenomenology of Merleau-Ponty, and on the ecological psychology of J. J. Gibson, the volume examines different aspects of musical structure through the lens of embodied cognition and what phenomenologists call “lived time,” or time as it shows up in human lives.
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MacDonald, Angela M. Enacting global citizenship education: Teacher subject-matter knowledge and pedagogy. 2007.
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Langley, Ann, Jörgen Sandberg, Haridimos Tsoukas, and Linda Rouleau. Skillful Performance: Enacting Capabilities, Knowledge, Competence, and Expertise in Organizations. Oxford University Press, 2017.
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Bleeker, Maaike. (Re)enacting Thinking in Movement. Edited by Mark Franko. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199314201.013.23.
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This chapter demonstrates the potential of Robin Collingwood’s understanding of sharing thoughts in terms of reenactment for an understanding of reenactment in dance as a rethinking of artistic thought. Reenacting these thoughts is not a matter of (an attempt at) redoing the thinking process of the choreographers who created these dances, but of grasping the logic of thought embodied in the dance. Furthermore, this chapter shows how Collingwood’s understanding of reenactment is relevant to transformations in modes of engaging with information made possible by new media technology. These developments highlight aspects of corporeal performance that previously went unnoticed. Reenactments in dance provide a perspective on what is involved in performing these modes of engaging with information provided by media, while also gesturing toward implications in relation to the understanding of what it means to share thoughts, to grasp an idea, and to transmit knowledge.
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Buelens, Gert. Enacting History in Henry James: Narrative, Power, and Ethics. Cambridge University Press, 2010.
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Buelens, Gert. Enacting History in Henry James: Narrative, Power, and Ethics. Cambridge University Press, 2009.
Find full textBook chapters on the topic "Enactive knowledge"
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Solberg, Mads. "Thinking Through Experiment: Enacting RNAi." In A Cognitive Ethnography of Knowledge and Material Culture, 219–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72511-2_5.
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Stapleton, Mog. "Enacting Environments: From Umwelts to Institutions." In Knowers and Knowledge in East-West Philosophy, 159–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79349-4_8.
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Maluleka, Paul, and Neo Lekgotla laga Ramoupi. "Towards a decolonized school history curriculum in post-apartheid South Africa through enacting Legitimation Code Theory." In Decolonising Knowledge and Knowers, 65–82. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003106968-5.
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Carrizosa, Alvaro. "Enacting Platforms Towards Critical Systems Practice: Reflections from an Organisation-Based Action Research." In Systems Theory and Practice in the Knowledge Age, 441–48. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0601-0_51.
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Vaudry, Stéphanie. "Conflicting Understandings in Polar Bear Co-management in the Inuit Nunangat: Enacting Inuit Knowledge and Identity." In Indigenous Peoples’ Governance of Land and Protected Territories in the Arctic, 145–63. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25035-9_8.
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Jarke, Juliane. "Community by Template? Considering the Role of Templates for Enacting Membership in Digital Communities of Practice." In Sociology of the Sciences Yearbook, 183–204. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61728-8_9.
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AbstractThis chapter attends to how the concept of “communities of practice” (Lave and Wenger, Situated learning: Legitimate peripheral participation, learning in doing. Cambridge University Press, Cambridge, 1991) has been taken up by managers and policy makers in trans-local contexts. Although the concept was developed for co-located communities, it was transferred to distributed settings. In such settings, the sharing of practices is not necessarily active, and the performance of community not necessarily tied to their sharing. Some of the ambiguities of the original concept became problematic. The chapter is based on two vignettes that demonstrate how community is understood by policy makers and managers as a form of organisation that needs to be cultivated and coordinated. Continuing on the success of “communities of practice”, a focus of such striving became the sharing of experiences (and “good practices”) in order to foster community building. In a trans-local context, this meant—for the actors responsible for building community—a focus on how practices may be shared actively. One answer to this challenge was to describe local practices in standardised templates. However, different ways of organising the sharing of knowledge objects (e.g. who are the actors that define the structure of templates or how do they determine what counts as ‘good practice’) resulted in different forms of communality.
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Winchester, Daniel. "Doing It: Ethnography, Embodiment, and the Interpretation of Religion." In Interpreting Religion, edited by Erin F. Johnston and Vikash Singh, 66–85. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781529211610.003.0004.
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This chapter discusses the benefits of enactive ethnography for the interpretive sociology of religion. Enaction refers to knowing by doing: generating or ‘bringing forth’ knowledge of the world in and through acting within it. Applied to ethnography, an enactive approach entails that the interpreter of religion engages in many of the same embodied practices and associated experiences as those being interpreted. Using examples from the author’s research on Muslim and Eastern Orthodox converts in the United States, the chapter demonstrates how an enactive approach grants analysts of religion access to data regarding how religious practices (re)shape bodily habits and modes of sensory perception below the levels of explicit symbolization and discourse, significantly influencing both the form and content of the religious experiences and interpretations that follow.
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Robertson, Lisa Ann. "Enacting the Absolute: Subject-Object Relations in Samuel Taylor Coleridge’s Theory of Knowledge." In Distributed Cognition in Enlightenment and Romantic Culture, 118–38. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474442282.003.0007.
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This chapter examines Samuel Taylor Coleridge’s ‘Theory of Life’ (1816/1848) and his theory of knowledge, discussed in Biographia Literaria (1817), through the lens of autopoietic enaction. It focuses on parallels between historical and contemporary theories, particularly their philosophical underpinnings, and argues that Coleridge’s theories are an important alternative to Cartesian accounts of the mind. Interrogating these theories in terms of enactive concepts, such as structural coupling, dynamic co-emergence, and mutual co-dependence, exposes the inherent embodied, embedded, and enacted premises on which Coleridge’s theory of cognition relies. The relationship between the subject and the object implicit in dualist and materialist theories reveals the effects assumptions about this relationship have on the way human beings understand themselves in relationship to nature and their own bodies – effects that are frequently inimical. The chapter concludes that Coleridge and the enactive approach offer valuable options for overcoming the schism between consciousness and nature, mind and world.
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"Accessing Enactive Knowledge Through the Lived Experience of the Practitioner." In Drawing, 57–66. Intellect Books, 2011. http://dx.doi.org/10.2307/j.ctv36xvzrt.10.
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Demiroz, Erdem, and Emine Demiroz. "Enactive Nature of Scholarship and e2TPR." In Advances in Early Childhood and K-12 Education, 201–16. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5667-1.ch015.
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Enactivism is one of the emerging theories in cognitive science. This theory focuses on activity and active participation of agents in cognitive development processes. Scholarship, on the other hand, is also active and dynamic by its very nature. Therefore, it can be claimed that dynamic nature of scholarship should overlap with enactive nature of cognitive development for better learning experiences. In this respect, the active nature of scholarship is analyzed through lenses of ecumenical enactivism under the scope of this chapter. The chapter also focuses on ecumenical natural learning approach, which is built on ecumenical enactivism, and discusses why some teaching methods yield better learning outcomes than others in educational contexts. In this regard, discussions focus on total physical response (TPR), a method used in second language teaching, and ecumenical enactivist TPR (e2TPR), which integrate the active nature of cognitive development with the dynamic nature of knowledge.
Conference papers on the topic "Enactive knowledge"
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Bordegoni, Monica, and Umberto Cugini. "Multimodal Perception-Action Interaction for the Exploitation of Enactive Knowledge." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87403.
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This paper addresses issues related to enactive interfaces, which are human-computer interfaces based on enactive knowledge, i.e. the information that the user gains through perception-action interaction in the environment. These interfaces are typically multimodal, i.e. are based on the use of several channels for the communication between the user and the computer system, and in addition can be effectively used for exploiting users’ skills during the interaction with computers, differently from traditional interfaces. This paper reasons about enactive interfaces and describes an example of an application based on enactive interface, and its evaluation.
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Arpetti, Alessandro, and M. Cecília C. Baranauskas. "Enactive Systems & Computing Mapping the terrain for Human-Computer Interaction research." In XLIII Seminário Integrado de Software e Hardware. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/semish.2016.9513.
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While the concept of enaction is not new, recent trends on the use of contemporary devices to interact with computational systems have attracted the attention in the field of interaction design. A quick look in the literature reveals different meanings for an enactive system, depending on the knowledge domain. This paper explores the subject by conducting a Systematic Literature Review to construct a big picture on the subject. Results reveal the paths being traced and issues still unexplored that offer opportunities for investigation in the human computer interaction field.
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Jiménez de la Rosa, Edda Norma. "Everyday experiences and school knowledge of mathematics. An enactive approach / Experiencias cotidianas y conocimientos escolares de matemáticas. una aproximación enactivista." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-213.
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Videla, Ronnie. "STEAM Apps: Weaving numerical and geometric comprehension with the fingers." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.73.
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STEM and STEAM education promote integration between science, technology, engineering, math, and the arts. The latter aims to promote deep and collaborative learning of students, through the integration of the curriculum in K-12 science education. STEAM promotes the embodiment of cognition through learning by doing. The enactive and ecological approaches to cognition presented auspicious evidence for the role of incarnation and gesture in learning with digital technology. This work aims to provide design and concept evidence on the scope of enactive and ecological approaches within the framework of STEAM learning with digital and emerging technologies focused on the concept of tissue. We place ourselves epistemologically from the embodied design for the development of educational technology centered on "learning is moving in some way" following Dor Abrahamson who reveals the enactive and ecological approaches to learning science. Also, we are framed in Claudio Aguayo's UX and UI user experience designs with emerging technologies. In the case of digital technologies, we pay special attention to learning mathematics through the knowledge of numbers and operations with the fingers. To do this, we present a prototype of Apps inspired by Nathalie Sinclair's Touchcounts and Touchtimes, with variations in haptic perception for the emergence of numbers and operations through touching and tracing movements with the fingers on the touch screen. Regarding emerging technologies, we rely on augmented reality and virtual reality. In the case of augmented reality, we focus on learning science and geometry through the spider web. The idea is that students can see the different planes of a spider web and identify different regular and irregular geometric figures, as well as explore the architecture of the web and its properties. In relation to virtual reality, we focus on Mapuche textile art (indigenous people of southern Chile) where we explore the characteristic fabrics of the culture within the “ruca” (characteristic home of the Mapuches). First, students design Mapuche textile fabrics from geometric patterns, applying symmetry and fractals. Then with virtual reality glasses, they can navigate inside the ruca to learn details of its architecture and the fabrics most used by the Mapuche culture. Our STEAM approach to app development consists of an integrated learning ecosystem that enhances digital and immersive experiences for learning about math, science, and art using engineering and technology. Finally, we can conclude that our approach describes education as a process of cognitive assembly embodied in perception and guided action with different types of artifacts through digital affordances. We highlight the role of the disciplinary integration of Science, Technology, Engineering, Arts and Mathematics to understand and strategically reveal the scientific cultural potential of our native people "Los Mapuches".
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Taheri, Ali, and Claudio Aguayo. "Embodied immersive design for experience-based learning and self-illumination." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.72.
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Concept-based teaching and learning grounded on a mechanical paradigm has dominated western education tradition since the first industrial revolution. This type of educational tradition is characterised, among other things, by its reductionist and linear mindset that has led to siloed and disconnected knowledge generation. Yet the 21st Century demands us to rethink the traditional roles of the learner, the teacher and the learning environment. Climate change and wicked socio-ecological problems and challenges require a new ‘tradition’ to emerge, dominate and respond to our societal and planetary crisis. Integrated, multidisciplinary and transversal knowledge generation, dissemination and transfer, grounded on a strong critical ethics and philosophical exploration of new alternative educational paradigms, is paramount if we aim to respond accordingly to calls to create a better future today. Today’s 4th industrial revolution fusing Artificial Intelligence (AI) with the Internet of Things (IoT), genetic engineering, quantum mechanics and philosophy, and more is blurring the boundaries between the physical, digital, and biological worlds. This brings along the emergence of new understandings of the nature of human experience, and questions about how to design for it. In this scenario, education must become multidisciplinary again, where new epistemologies are to be the reflection of humanity’s process of change and transformation, while reconnecting with old and ancient knowledge and ways of doing. In the past, knowledge was considered a ‘unity’ whole acquired through journeys in people’s life, from where individuals learn by doing and experiencing every aspect of knowledge. One positive side-effect of embracing a unity view of knowledge today is that we can now make accessible non-western concepts, again, with emphasis on qualitative, subjective, emotional, embodied, ceremonial and spiritual views of knowledge generation and practice. How can we teach such concepts and views within a traditional and reductionist educational western system based on concept-based and siloed education? We cannot. Some knowledge, concepts and notions (known as ‘Qualia’ in the literature) can only be acquired through bodily lived and direct experiences. Today’s digital immersive technology can make it easier to integrate and consume knowledge through digital visualisation and self-led user experiences. New media can afford to provide learners a good foundation on many different disciplines, which normally would take years to achieve based on traditional pedagogy. Experience-based mediums like virtual reality (VR), if used in a non-concept based way, can bridge the knowledge gap existing created by qualia subjects in western societies. Here we argue that the epistemology coming from the Santiago school of cognition, with notions such as embodiment, embodied cognition and enaction, can inform and guide the development of an experience-based type of immersive learning design based on an enactive, self-led user experience. We propose that immersive learning experience design ought to focus first and foremost on ethics and critical philosophy, followed by embodied design for experience-based self-driven illumination. In this presentation we review the conceptual background leading to some examples of current experienced-based learning and self-illumination design exploration in immersive learning design, informed by the epistemology coming from the Santiago school of cognition.
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Gatarik, Eva, Rainer Born, and Viktor Kulhavý. "Enacting skilful performance in organizations." In i-KNOW '15: 15th International Conference on Knowledge Technologies and Data-Driven Business. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2809563.2809565.
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Reisman, Abby. "Dilemmas in Enacting Racial Pedagogical Content Knowledge in Social Studies." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587528.
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Pierce, Devin, Shulan Lu, and Derek Harter. "Enacting Actions in Simulated Environments." In ASME-AFM 2009 World Conference on Innovative Virtual Reality. ASMEDC, 2009. http://dx.doi.org/10.1115/winvr2009-726.
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The past decade has witnessed incredible advances in building highly realistic and richly detailed simulated worlds. We readily endorse the common-sense assumption that people will be better equipped for solving real-world problems if they are trained in near-life, even if virtual, scenarios. The past decade has also witnessed a significant increase in our knowledge of how the human body as both sensor and as effector relates to cognition. Evidence shows that our mental representations of the world are constrained by the bodily states present in our moment-to-moment interactions with the world. The current study investigated whether there are differences in how people enact actions in the simulated as opposed to the real world. The current study developed simple parallel task environments and asked participants to perform actions embedded in a stream of continuous events (e.g., cutting a cucumber). The results showed that participants performed actions at a faster speed and came closer to incurring injury to the fingers in the avatar enacting action environment than in the human enacting action environment.
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Tsui, E., W. M. Wang, and Farzad Sabetzadeh. "Enacting Personal Knowledge Management & learning with web services interoperability tools." In 2014 IEEE 3rd International Conference on Cloud Computing and Intelligence Systems (CCIS). IEEE, 2014. http://dx.doi.org/10.1109/ccis.2014.7175785.
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Russell, A. "29 Enacting trust when recruiting people with an intellectual disability into health research." In Negotiating trust: exploring power, belief, truth and knowledge in health and care. Qualitative Health Research Network (QHRN) 2021 conference book of abstracts. British Medical Journal Publishing Group, 2021. http://dx.doi.org/10.1136/bmjopen-2021-qhrn.29.
Full textReports on the topic "Enactive knowledge"
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Ghana and Guatemala: Clients and providers need better support and guidance on IUDs. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1012.
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The intrauterine device (IUD) is a safe, effective, and reversible contraceptive method, however in many countries use of the IUD is stagnant or declining in relation to other contraceptive methods. In 2002, the Population Council investigated the reasons for low utilization of IUDs among women in Ghana and Guatemala. The studies examined clients’ and providers’ knowledge and attitudes about IUDs as well as factors within the health system that affect their use and availability. The studies took place at public, private, and nongovernmental health centers and clinics in both rural and urban settings. Researchers collected qualitative data using a combination of focus group discussions, in-depth interviews with providers, and visits from simulated clients enacting profiles of women wishing to space or limit pregnancies. The studies also included a secondary analysis of service statistics from government and private clinics. As concluded in this brief, lack of knowledge among providers and clients, logistical problems, and cumbersome guidelines contributed to low use of the IUD in Ghana and Guatemala. Efforts to improve use should include more comprehensive training for providers, education for clients, and logistical support.