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Abstract Title: Physics Learning as the Objectification of Discourse
Abstract: In research on disciplinary knowledge, language is often treated as a communication medium rather than as a legitimate part of cognition. Both language and concepts are involved in the learning process, yet they are almost impossible to analytically distinguish from one another. I tackle this problem head-on using the notion of objectification of discourse to define the development of conceptual understanding. Objectification of discourse is the process that begins as an interpersonal affair and as a result, turns into a matter of one's relation with the human-independent world. This Vygotskian perspective integrates elements of a behaviorist perspective and can shed light on how learners come to understand, and participate in, the Discourse of physics. Using a video snippet from a Physics and Everyday Thinking class, I will illustrate early phases of this learning process and demonstrate the interpersonal focus of students' discourse and highlight how this leads to scientific, mechanistic reasoning.
Abstract Type: Targeted Poster
Targeted Session: Out of One, Many; Five Researchers Analyze the Same Student Video

Author/Organizer Information

Primary Contact: Valerie K. Otero
University of Colorado at Boulder
School of Education, Room 317
University of Colorado at Boulder
Boulder, CO 80309-0249
Phone: 303-492-7403