A transactional perspective on the practice-based science of teaching and learning

William J. Clancey

pp. 247-278

in: Timothy Koschmann (ed), Theories of learning and studies of instructional practice, Berlin, Springer, 2011

Abstract

This chapter presents the perspective of "transactional inquiry" for understanding learning. In my understanding, this perspective is not strictly separable from the other two perspectives discussed in this volume – termed participation/identity theory and dialogic theory. Rather than being an alternative, the ideas have been developed together in many researchers' minds, providing mutual support and value. In particular, I study and understand cognition within an activity theory framework, within which the notion of identity is fundamental. For the purposes of this book, I have focused on a transactional perspective, stressing Dewey's notion of inquiry, which I have found to be useful in many settings, and aiming to bridge biological, cognitive, and social perspectives on learning. I provide an overview of the transactional/inquiry framework, an analysis of three aspects of classroom inquiry (perceptual work, playful attitude and purposeful context), and conclude with a proposed program of studies for practice-based science of teaching and learning, including research questions relevant to the classroom we have analyzed in this volume.

Cited authors

Dewey John