Being-in-the-world and the horizons of learning: Heidegger, Wittgenstein, and Cognition

Interchange

Volumn 28, Issue 2-3, 1997, Pages 145-157

  Roth, Wolff Michael ^a  

^a UNIVERSITY OF VICTORIA   (Canada)

Author keywords

Cognition; Computer design; Coparticipation; Language game; Ontology; Phenomenology; Representations; Resources; Science education; Social practice

Indexed keywords

EID: 37949011187     PISSN: 08264805     EISSN: None     Source Type: Journal    
DOI: 10.1023/a:1007300905363     Document Type: Article

References (25)

1. Brown, J.S., & Duguid, P. (1992). Enacting design for the workplace. In P.S. Adler & T. A. Winograd (Eds.), Usability: Turning technologies into tools (pp. 164-197). New York: Oxford University Press.
2. Chapman, D. (1991). Vision, instruction, and action. Cambridge: MIT Press.
3. Dreyfus, H.L. (1991). Being-in-the-world: A commentary on Heidegger's being and time, division I. Cambridge: MIT Press.
4. Dreyfus, H.L. (1992). What computers still can't do: A critique of artificial reason. Cambridge: MIT Press.
5. Duit, R. (1991). On the role of analogies, similes and metaphors in learning science. Science Education, 75(6), 649-672.
6. Duit, R. (in press). Conceptual change in science education. In M. Carretero, W. Schnotz, & S. Vosniadou (Eds.), Conceptual change. Mahwah: Lawrence Erlbaum.
7. Duit, R., & Komorek, M. (in press). Understanding the basic ideas of chaos theory in a study of limited predictability.
8. Ehn, P. (1992). Scandinavian design: On participation and skill. In P.S. Adler & T.A. Winograd (Eds.), Usability: Turning technologies into tools (pp. 96-132). New York: Oxford University Press.
9. Glynn, S., Duit, R., & Thiele, R. (1995). Teaching science with analogies: A strategy for constructing knowledge. In S. Glynn & R. Duit (Eds.), Learning science in the schools: Research reforming practice (pp. 247-273). Mahwah: Lawrence Erlbaum.
10. Heidegger, M. (1962). Being and time. New York: Harper & Row.
11. Heidegger, M. (1977). Sein und zeit. Tübingen: Max Niemeyer.
12. Heidegger, M. (1978). Wegmarken (2nd ed.). Frankfurt: Klosterman.
13. Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Milton Keynes: Open University Press.
14. Latour, B., & Woolgar, S. (1979). Laboratory life: The social construction of scientific facts. Beverly Hills: Sage.
15. Lave, J. (1993). The practice of learning. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 3-32). Cambridge: Cambridge University Press.
16. McGinn, M.K., Roth, W.-M., Boutonné, S., & Woszczyna, C. (1995). The transformation of individual and collective knowledge in elementary science classrooms that are organized as knowledge-building communities. Research in Science Education, 25(2), 163-189.
17. Rorty, R. (1991). Essays on Heidegger and others: Philosophical papers, Vol. 2. Cambridge: Cambridge University Press.
18. Roth, W.-M. (1996a). Art and artifact of children's designing: A situated cognition perspective. The Journal of the Learning Sciences, 5(2), 129-166.
19. Roth, W.-M. (1996b). Thinking with hands, eyes, and signs: Multimodal science talk in a grade 6/7 unit on simple machines. Interactive Learning Environments, 4(2), 170-187.
20. Roth, W.-M., & McGinn, M.K. (1996). Differential participation during science conversations: The interaction of display artifacts, social configuration, and physical arrangements. In D.C. Edelson & E.A. Domeshek (Eds.), Proceedings of the Second International Conference on the Learning Sciences (pp. 300-307), Chartlottosville, VA: Association for the Advancement of Computing in Education.
21. Roth, W.-M., McRobbie, C., Lucas, K.B., & Boutonné, S. (1997). The construction of knowledge in traditional high school physics laboratories: A phenomenological analysis. Learning and Instruction, 7, 107-136.
22. Suchman, L.A. (1987). Plans and situated actions: The problem of human-machine communication. Cambridge: Cambridge University Press.
23. Traweek, S. (1988). Beamtimes and lifetimes: The world of high energy physicists. Cambridge: MIT Press.
24. Winograd, T., & Flores, F. (1987). Understanding computers and cognition: A new foundation for design, Norwood: Ablex.
25. Wittgenstein, L. (1958). Philosophical investigations. New York: Macmillan.