Jane McChesney

LISP (Energy) — The framework

ConclusionsAlthough the formulated guiding principles may be too detailed, and are not readily accessible to teachers, the main features have proven to be of vital importance in our discussions with teachers. These are:(i)that establishing boundaries to systems undergoing change is a vital consideration.(ii)that real, and not infinitessimal, changes should be explored and carefully described. In this way the consideration is of observable phenomena rather than invisible constructs.

Bending And Bouncing

Over many years Graham Nuthall’s research has grappled with important aspects of constructivist and sociocultural perspectives of learning in school contexts (Nuthall, 2005). In the two new chapters in this volume, he has discussed various explanations of student learning, including the role of memory, and has used information-processing theories to analyse Sonya’s learning about refraction of light. This chapter revisits Sonya’s learning journey and draws on a complementary situated perspective of distributed cognition that aims to place Sonya’s responses within the social and material contexts of the classroom during the unit about light.