TY - JOUR
T1 - From Ann Brown to Deanna Kuhn
T2 - a tale of two research perspectives on learning
AU - Jan, Mingfong
N1 - Publisher Copyright:
© 2016, © 2016 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2016/7/2
Y1 - 2016/7/2
N2 - This paper examines two research perspectives on learning–developmental psychology and the learning sciences. We compare and contrast works from two leading researchers–Deanna Kuhn and Ann Brown–as a way to illustrate how questions and research on learning, such as problem-solving, inquiry, metacognition, self-directed learning, are raised and answered. The developmental psychology perspectives, represented by Deanna Kuhn, often highlight individual attributes, foregrounding deep understanding of what is in the head. The learning sciences perspectives, manifested by Ann Brown, inquire learning taking place within the material, social, and cultural contexts, foregrounding the design of what the head is in. The former takes an observer-evaluator-theorizer position to understand how learning develops over time. The later takes an ethnographer-designer-interventionist-theorizer position to understand how individual and group learning can be changed via design. This paper contributes to the delineation of two leading ways to understand how people learn. It informs researchers how research tool kits are shaped when their research commitments differ.
AB - This paper examines two research perspectives on learning–developmental psychology and the learning sciences. We compare and contrast works from two leading researchers–Deanna Kuhn and Ann Brown–as a way to illustrate how questions and research on learning, such as problem-solving, inquiry, metacognition, self-directed learning, are raised and answered. The developmental psychology perspectives, represented by Deanna Kuhn, often highlight individual attributes, foregrounding deep understanding of what is in the head. The learning sciences perspectives, manifested by Ann Brown, inquire learning taking place within the material, social, and cultural contexts, foregrounding the design of what the head is in. The former takes an observer-evaluator-theorizer position to understand how learning develops over time. The later takes an ethnographer-designer-interventionist-theorizer position to understand how individual and group learning can be changed via design. This paper contributes to the delineation of two leading ways to understand how people learn. It informs researchers how research tool kits are shaped when their research commitments differ.
KW - Research on learning
KW - developmental psychology
KW - learning sciences
KW - research methodology
KW - unit of analysis
UR - http://www.scopus.com/inward/record.url?scp=85068975770&partnerID=8YFLogxK
U2 - 10.1080/23735082.2016.1207356
DO - 10.1080/23735082.2016.1207356
M3 - 評論/辯論
AN - SCOPUS:85068975770
SN - 2373-5082
VL - 2
SP - 100
EP - 111
JO - Learning: Research and Practice
JF - Learning: Research and Practice
IS - 2
ER -