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Re: [xmca] spontaneous concepts indeed
On 27 April 2011 18:01, David H Kirshner <firstname.lastname@example.org> wrote:
> Thanks for your reply, Huw.
> I've replied in CAPS, below.
Thanks, David. For me, it reads a little bit SHOUTY though. Not so easy to
My comments are below.
> In the context of self-directed/spontaneous learning intuition is a key
> concern. Although coming to a scientific conceptual appre of intuition
> entails quite a journey.
> ALTHOUGH INTUITIONS ARISE SPONTANEOUSLY AS AN ADAPTATION OF AN INDIVIDUAL
> TO THEIR WORLD, THESE INTUITIVE UNDERSTANDINGS TURN OUT TO BE THE BASIC
> RESOURCES UPON WHICH ANY FURTHER CONCEPTUAL DEVELOPMENT MUST BE BASED. THE
> ALMOST UNIVERSAL INEFFECTIVENESS OF ANY INSTRUCTION THAT ATTEMPTS TO GRAFT
> NEW CONCEPTS ON TOP OF EXISTING INTUITIONS IS A FIRMLY ESTABLISHED
> CONCLUSION FOR RESEARCH IN MATHEMATICS EDUCATION AND ESPECIALLY SCIENCE
> EDUCATION. FOR THE VAST MAJORITY OF KIDS THAT "JOURNEY" TO MORE
> SOPHISTICATED UNDERSTANDINGS NEEDS TO BE ORCHESTRATED BY A TEACHER OPERATING
> WITH LOTS OF SPECIALIZED INSIGHT INTO TYPICAL DEVELOPMENTAL PATHS, AS WELL
> AS A DELICATE ABILITY TO USE THAT INSIGHT TO ENGAGE STUDENTS PRODUCTIVELY
> WITH THE LIMITATIONS OF THEIR CURRENT CONSTRUAL.
That seems appropriate, David. Teachers present material that facilitates
an appropriate (intuitive) appreciation of the domain. Interesting that you
seem to say here that "existing intuitions" may be ineffective. How does
one distinguish them?
The original point I was making was that defining intuition, scientifically,
is not easy, but an interesting journey.
> > Importantly, these experiences are theorized intramentally as involving
> > feedback loops between expectations and results of actions. Piagetian
> > notions of accommodation and assimilation come into play.
> > My point isn't that sociocultural notions of concept as indexed to the
> > culture are incorrect or unreasonable.
> How about scientific concepts emerging in a scientific culture?
> WHAT EMERGES IN A SCIENTIFIC CULTURE ARE SCIENTIFIC PRACTICES. NURTURING
> THE DEVELOPMENT OF SUCH PRACTICES REQUIRES A DIFFERENT KIND OF PEDAGOGICAL
> EXPERTISE, WORTHY OF ITS OWN THEORIZATION AND ITS OWN SPACE IN TEACHER
> EDUCATION. IN GENERAL, THE KINDS OF SCIENTIFIC PRACTICES IN WHICH WE ENGAGE
> STUDENTS DO INVOLVE PROJECTS AND CONVERSATIONS ORIENTED AROUND VALUED
> CONCEPTUAL CONTENT. A TYPICAL MISTAKE OF REFORM INSTRUCTION AIMING AT BOTH
> CULTURAL PRACTICES AND CONCEPTS IS TO ASSUME THAT THE EMBEDDING OF THIS
> CONCEPTUAL MATERIAL IN PRACTICES IS SUFFICIENT TO FACILITATE CONCEPTUAL
> DEVELOPMENT. OF COURSE, FOR SOME STUDENTS IT IS. BUT FOR MANY STUDENTS THE
> RELATIVELY HAPHAZARD "CONCEPTUAL SPLATTER" WITHIN THESE CONVERSATIONS AND
> PROJECTS IS NOT SUFFICIENT TO LEAD TO CONCEPTUAL RESTRUCTURING. IT REQUIRES
> A MORE DIRECT PEDAGOGICAL INTERVENTION OF THE SORT DESCRIBED ABOVE. SO THE
> EFFECTIVE REFORM-ORIENTED TEACHER NEEDS TO COORDINATE WHAT ARE IN FACT
> SEPARATE (AND SOMETIMES COMPETING) PEDAGOGICAL PROGRAMS WITHIN THE INQUIRY
Sounds interesting. Is there a 'case report' online anywhere?
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