On Two Metaphors for Learning and the Dangers of Choosing Just One

Sfard, Anna

doi:10.2307/1176193

Cited by 652 publications

(742 citation statements)

References 15 publications

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“…In her article "On Two Metaphors for Learning and the Dangers of Choosing Just One," Anna Sfard (1998) proposed that there are two main ways of thinking about the genesis of new knowledge, namely, the acquisition and participation metaphors. Behind these two metaphors is the debate between cognitive and situated (or "situative") perspectives on learning and human activity (see Anderson, Reder, & Simon, 1996Greeno, 1997).…”

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confidence: 99%

Models of Innovative Knowledge Communities and Three Metaphors of Learning

Paavola

Lipponen

Hakkarainen

2004

Review of Educational Research

595

360

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The authors analyze and compare three models of innovative knowledge communities: Nonaka and Takeuchi's model of knowledge-creation, Engeström's model of expansive learning, and Bereiter's model of knowledge building. Despite basic differences, these models have pertinent features in common: Most fundamentally, they emphasize dynamic processes for transforming prevailing knowledge and practices. Beyond characterizing learning as knowledge acquisition (the acquisition metaphor) and as participation in a social community (the participation metaphor), the authors of this article distinguish a third aspect: learning (and intelligent activity in general) as knowledge creation (the knowledge-creation metaphor). This approach focuses on investigating mediated processes of knowledge creation that have become especially important in a knowledge society.

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confidence: 99%

Models of Innovative Knowledge Communities and Three Metaphors of Learning

Paavola

Lipponen

Hakkarainen

2004

Review of Educational Research

595

360

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“…We chose a rather crude system for coding that is quite simple to apply. We identify three knowledge approaches:  -to have‖-to acquire knowledge (Sfard, 1998);  -to use‖-to apply knowledge-where knowledge is taken into the realm of the social to be re-verbalized (e.g., discussed, written) or used in a more concrete and practical manner (e.g., to make a physical object) (Sfard, 1998); and  -to make‖-to produce or create (new) knowledge (Paavola, Lipponen, & Hakkarainen, 2004) -where knowledge is shaped through the processes of scientific inquiry, which can be based on literature studies and/or experiments or fieldwork (R. Duschl, 2008;Norris & Phillips, 2008). We do not consider the knowledge approach to be a hierarchical system progressing from easy to difficult because assessing the -degree of difficulty‖ would require more information on the types of problems.…”

Section: Syntactical Structuresmentioning

confidence: 99%

Comparing and Discussing Positions on Scientific Literacy in Teacher Education and Lower Secondary School Curricula

Johansen¹,

Afdal

2018

IJLTER

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Abstract.One of the purposes of science teacher education is to provide prospective teachers with a solid foundation from which to educate scientifically literate pupils. It is reasonable to assume that curriculum documents provide opportunities as well as imposing restraints on the interpreted, enacted, and experienced curriculum. Hence, we analyse Norwegian national curricula documents for science teacher education and lower secondary education to explore how they communicate in terms of positions on scientific literacy: we explore how knowledge, knowledge processes, and values related to knowledge are configured in the documents. Our analysis is a theoretically driven content analysis inspired by discourse analysis, through which we explore the configuration of the concepts and arguments in use in the curricula. Although both curricula emphasize a similar body of knowledge, the teacher education curriculum lacks the more elaborate approaches to communication and the nature of science (NOS) that are found in the school science curriculum. Moreover, both are concerned with science as enculturation but otherwise provide different arguments for learning science. Prospective teachers might thus be ill-equipped to address vital epistemic aspects of school science.

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“…Rather than using only the term language acquisition, Pavlenko and Lantolf (2000) argue that participation might be an appropriate complement. Drawing upon the work of Sfard (1998), these authors note, [The acquisition metaphor] . .…”

Section: Linguistic Capital and Sociocultural Theories Of Second-langmentioning

confidence: 99%

The Effect of Community Linguistic Isolation on Language-Minority Student Achievement in High School

Drake

2014

Educational Researcher

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Research on language-minority student outcomes has revealed sizeable and persistent achievement gaps. the reasons for these gaps are often closely linked with other factors related to underperformance, including generational status, race/ ethnicity, and socioeconomic status. Using sociocultural second-language acquisition theories and community linguistic capital as a theoretical frame, this study builds upon the extant literature to examine the relationship between community linguistic isolation and language-minority 10th-grade student achievement outcomes. I find that language minority achievement gaps are three to five tenths of a standard deviation in reading and math but that the effect is attenuated by increased levels of linguistic isolation. these results appear robust to a number of specifications. Possible reasons for the attenuation are also discussed.

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On Two Metaphors for Learning and the Dangers of Choosing Just One

Cited by 652 publications

References 15 publications

Models of Innovative Knowledge Communities and Three Metaphors of Learning

Models of Innovative Knowledge Communities and Three Metaphors of Learning

Comparing and Discussing Positions on Scientific Literacy in Teacher Education and Lower Secondary School Curricula

The Effect of Community Linguistic Isolation on Language-Minority Student Achievement in High School

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