Towards a cultural historical theory of knowledge mapping: collaboration and activity in the zone of proximal development

Cripps Clark, John 2014, Towards a cultural historical theory of knowledge mapping: collaboration and activity in the zone of proximal development, in Digital knowledge maps in education: technology-enhanced support for teachers and learners, Springer, New York, NY, pp.161-174.

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Title Towards a cultural historical theory of knowledge mapping: collaboration and activity in the zone of proximal development
Author(s) Cripps Clark, John
Title of book Digital knowledge maps in education: technology-enhanced support for teachers and learners
Editor(s) Ifenthaler, Dirk
Hanewald, Ria
Publication date 2014
Chapter number 9
Total chapters 19
Start page 161
End page 174
Total pages 14
Publisher Springer
Place of Publication New York, NY
Keyword(s) cultural historical activity theory
concept map
zone of proximal development
double stimulation
Summary This chapter locates knowledge mapping within the theoretical framework of cultural historical activity theory. Cultural historical activity theory provides an analytic tool for understanding how knowledge maps can act as “stimuli-means”: a cultural artefact that can mediate the performance of subjects (Vygotsky, 1978 ). Knowledge maps possess Vygotsky’s double nature: they not only enable students to enact academic practice but also allow refl ection on that practice. They enable students to build an “internal cognitive schematisation of that practice” (Guile, 2005 , p.127). Further, cultural historical activity theory gives the tools to analyse the social context of our use of knowledge maps and thus consider the mediating rules (tacit and explicit) and division of labour that mediate our use of knowledge maps. Knowledge maps can be viewed as acting within Brandom’s ( 2000 ) space of reasons , which allows learners to use reasons to develop and exchange judgements based on shareable, theoretically articulated concepts and collectively develop the ability to restructure their knowledge and enact these judgements (Guile, 2011 ). In particular multimodal collaborative knowledge maps can act as Vygotsky’s (Vygotsky, 1978 ) zone of proximal development , where teacher and peer-to-peer interaction allow students to solve problems and learn concepts and skills that they would be otherwise unable to tackle.
ISBN 9781461431787
Language eng
Field of Research 130309 Learning Sciences
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category B1 Book chapter
HERDC collection year 2013
Copyright notice ©2014, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30058393

Document type: Book Chapter
Collections: School of Education
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Created: Mon, 25 Nov 2013, 16:17:48 EST by John Cripps Clark

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