What does distributed cognition tell us about student learning of science?

Xu, Lihua and Clarke, David 2012, What does distributed cognition tell us about student learning of science?, Research in science education, vol. 42, no. 3, pp. 491-510, doi: 10.1007/s11165-011-9207-8.

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Title What does distributed cognition tell us about student learning of science?
Author(s) Xu, LihuaORCID iD for Xu, Lihua orcid.org/0000-0003-3292-1296
Clarke, David
Journal name Research in science education
Volume number 42
Issue number 3
Start page 491
End page 510
Total pages 20
Publisher Springer Netherlands
Place of publication Dordrecht, Netherlands
Publication date 2012-06
ISSN 0157-244X
Summary 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.
Language eng
DOI 10.1007/s11165-011-9207-8
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2012, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30062048

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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