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What Does Distributed Cognition Tell Us about Student Learning of Science?

机译：分布式认知告诉我们关于学生学习科学的知识？

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摘要

This paper reports multi-layered analyses of student learning in a science classroom using the theoretical lens of Distributed Cognition (Hollan et al. 1999; Hutchins 1995). Building on the insights generated from previous research employing Distributed Cognition, the particular focus of this study has been placed on the “public space of interaction” (Alac and Hutchins 2004, p. 639) that includes both participants’ interaction with each other and their interaction with artefacts in their environment. In this paper, a lesson from an Australian science classroom was examined in detail, in which a class of grade-seven students were investigating the scientific theme of gravity by designing pendulums. The video-stimulated post-lesson interviews with both the teacher and the student groups offered complementary accounts (Clarke 2001a) that assisted the interpretation of the classroom data. The findings of this study provide supporting evidence to demonstrate the capacity of Distributed Cognition for advancing our understanding of the nature of learning in science classrooms.
机译：本文使用分布式认知的理论视角，对科学教室中学生的学习进行了多层分析（Hollan等，1999； Hutchins，1995）。基于先前使用分布式认知的研究得出的见解，本研究的特别重点放在了“互动的公共空间”（Alac和Hutchins 2004，第639页）上，其中包括了参与者之间的互动以及他们之间的互动。与周围环境中的文物的互动。在本文中，详细研究了来自澳大利亚科学教室的一堂课，其中一班七年级的学生通过设计摆锤研究了重力的科学主题。通过视频刺激的课后访谈，对老师和学生团体都进行了补充（Clarke 2001a），以帮助解释教室数据。这项研究的发现提供了支持性证据，证明了分布式认知的能力，可以促进我们对科学课堂学习本质的理解。

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