Dear Tina, the expansive cycle model is part of a larger theoretical
framework, namely the theory of expansive learning, which is based on
cultural-historical activity theory. If you want to use the expansive cycle,
you need to go into its theoretical foundations. They are very different
from "a constructivist pedagogical strategy for promoting students'
conceptual development" that David Kirshner was referring to.
In various versions of constructivist pedagogy, conceptual conflict refers
to any situation where the student's existing concepts or schemata fail to
explain or predict some experience. In the theory of expansive learning,
contradictions refer historically evolving deep tensions in collective
activity systems.
You mentioned that you had thought that "the expansive cycle was a
natural stage in development." I wonder what you mean by this. Could you
perhaps elaborate a bit?
Best regards,
Yrjo Engestrom
> I viewed Professor Engestrom's video yesterday on the expansive cycles
> in Learning 3 and wondered if someone could help clarify a point for me.
>
> I am researching the role of the teacher in supporting students'
> conceptual development. The students are junior high school history
> students. Before watching the video I thought the expansive cycle was a
> natural stage in development and students could, through dialogue with
> the teacher and other students, co-construct knowledge about the nature
> of history and historical methodology - ie begin to think like an
> historian. Now it seems this expansive cycle needs some kind of conflict
> or disharmony for participants to reflect and "look outside the box". If
> this is the case then in the classroom situation I have described,
> students do not engage in this expansive cycle.
>
> I would really appreciate some clarification on this point.
>
> My second question is the use of multidisciplinary, interdisciplinary
> and crossdisciplinary. If, as a teacher researcher I am drawing on
> linguistic theory (SFL) education theory, sociology and cognitive
> psychology to consider learning in the classroom within a social context
> is my work multidisciplinary, interdisciplinary and crossdisciplinary?
>
> I am not sure of the fine points related to these terms.
>
> Again any comments would be appreciated.
>
> Tina Sharpe
> PhD student
> University of Technology
> Sydney, Australia.
>
>
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