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(2011) Theories of learning and studies of instructional practice, Dordrecht, Springer.
A transactional perspective on the practice-based science of teaching and learning
William J. Clancey
pp. 247-278
This chapter presents the perspective of "transactional inquiry" for understanding learning. In my understanding, this perspective is not strictly separable from the other two perspectives discussed in this volume – termed participation/identity theory and dialogic theory. Rather than being an alternative, the ideas have been developed together in many researchers' minds, providing mutual support and value. In particular, I study and understand cognition within an activity theory framework, within which the notion of identity is fundamental. For the purposes of this book, I have focused on a transactional perspective, stressing Dewey's notion of inquiry, which I have found to be useful in many settings, and aiming to bridge biological, cognitive, and social perspectives on learning. I provide an overview of the transactional/inquiry framework, an analysis of three aspects of classroom inquiry (perceptual work, playful attitude and purposeful context), and conclude with a proposed program of studies for practice-based science of teaching and learning, including research questions relevant to the classroom we have analyzed in this volume.
Publication details
DOI: 10.1007/978-1-4419-7582-9_15
Full citation:
Clancey, W. J. (2011)., A transactional perspective on the practice-based science of teaching and learning, in T. Koschmann (ed.), Theories of learning and studies of instructional practice, Dordrecht, Springer, pp. 247-278.
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