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Sasha Barab is an Associate Professor in Learning Sciences, Instructional Systems Technology and Cognitive Science at Indiana University. He holds the Barbara Jacobs Chair of Education and Technology, and is the Director of the Center for Research on Learning and Technology. His research has resulted in dozens of peer-reviewed articles, chapters in edited books, and he is editor of the book Designing for Virtual Communities in the Service of Learning. His current work involves the design of rich learning environments, frequently with the aid of technology, that are designed to assist children in developing their sense of purpose as individuals, as members of their communities, and as knowledgeable citizens of the world.
Stephen M. Ritchie is an Associate Professor in Science Education at Queensland University of Technology, Brisbane, Australia. Steve's research has focussed mostly on classroom issues that relate to teaching and learning science. His recent research projects are concerned with leadership dynamics within high school science departments, teacher change, science teacher education, and student science learning through the co-creation of eco-mysteries. He was co-author of Re/Constructing elementary science (2001 -- Peter Lang) with Wolff-Michael Roth and Kenneth Tobin and co-editor of Metaphor and analogy in science education (2006 -- Springer) with Peter Aubusson and Allan Harrison.
SungWon Hwang is a research fellow of Science Education Research Center at Hanyang University in Korea. She received her Ph.D. from Seoul National University in 2002 and conducted her postdoctoral research at the University of Victoria. Her research projects are focused on the dialectical, embodied nature of human practice, learning, and identity in science activities, recently in the situation of crossing the boundaries of culture and language. She is a co-author of the book, Participation, Learning, and Identity: Dialectical perspectives (Lehmanns, 2005) with Wolff-Michael Roth, Yew Jin Lee, and Maria Ines M. Goulart.
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria. His research focuses on knowing and learning science and mathematics across the lifespan and from kindergarten to professional practice. His recent publications include Toward an Anthropology of Graphing: Semiotic and Activity Theoretical Perspectives (Kluwer, 2003), Talking Science: Language and Learning in Science Laboratories (Rowman and Littlefield, 2005), Doing Qualitative Research: Praxis of Method (SensePublishers, 2005), Learning Science: A Singular Plural Perspective (SensePblishers, 2006), and, with A. C. Barton, Rethinking Scientific Literacy (Routledge, 2004).
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Barab, S., Ritchie, S.M., Hwang, S. et al. Forum: Toward a non-reductionist perspective of thinking in science. Cult.Scie.Edu. 1, 451–465 (2007). https://doi.org/10.1007/s11422-006-9021-1
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DOI: https://doi.org/10.1007/s11422-006-9021-1
Keywords
- Design Activity
- Cultural Historical Activity Theory
- Situativity Theorist
- Concrete Praxis
- Dialectical Logic