Responses to the Commentaries

Part of the Explorations in the Learning Sciences, Instructional Systems and Performance Technologies book series (LSIS, volume 1)


The commentaries written by Packer, Sherin, Wegerif, and Derry on our position paper in  Chapter 9 bring different perspectives with thought-provoking ideas about the implications of our analyses of instructional interaction from the Vygotsky-Shpet approach. In this chapter we elaborate on these issues as they relate to theory, teaching, learning, assessment, teacher knowledge and teacher education.


Conceptual Change Teacher Knowledge Cultural Tool Science Education Community Stimulate Commentary 
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  1. Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Design centered models of teaching and instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (pp. 695–713). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  2. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprecticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Hillsdale, NJ: Erlbaum.Google Scholar
  3. Dewey, J. (1938). The logic: The theory of inquiry. New York: Henry Holt and Company.Google Scholar
  4. Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12–20.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC 2011

Authors and Affiliations

  1. 1.Department of AnthropologyWashington UniversitySt. LouisUSA
  2. 2.Matematik Eğitimi Anabilim DalıEğitim Fakültesi, Pamukkale ÜniversitesiDenizliTurkey

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