1,722
Views
21
CrossRef citations to date
0
Altmetric
Articles

Seeing in the Dark: Embodied Cognition in Amateur Astronomy Practice

&

References

  • Alač, M., & Hutchins, E. (2004). I see what you are saying: Action as cognition in fMRI brain mapping practice. Journal of Cognition and Culture, 4(3), 629–661. doi:10.1163/1568537042484977
  • Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners’ and teachers’ gestures. Journal of the Learning Sciences, 21(2), 247–286. doi:10.1080/10508406.2011.611446
  • Atkinson, P. (Ed.). (2001). Handbook of ethnography. Thousand Oaks, CA: Sage.
  • Azevedo, F. S. (2011). Lines of practice: A practice-centered theory of interest relationships. Cognition and Instruction, 29(2), 147–184. doi:10.1080/07370008.2011.556834
  • Azevedo, F. S. (2013a). Knowing the stability of model rockets: An investigation of learning in interest-based practices. Cognition and Instruction, 31(3), 345–374. doi:10.1080/07370008.2013.799168
  • Azevedo, F. S. (2013b). The tailored practice of hobbies and its implication for the design of interest-driven learning environments. Journal of the Learning Sciences, 22(3), 462–510. doi:10.1080/10508406.2012.730082
  • Azevedo, F. S. (2015). Sustaining interest-based participation in science. In K. A. Renninger, S. Hidi, & M. Nieswandt (Eds.), Interest in Mathematics and Science Learning (pp. 281–296). Washington, DC: American Educational Research Association Press.
  • Barsalou, L. W. (1999). Perceptual symbol system. Behavioral and Brain Sciences, 22(4), 577–660.
  • Becker, H. S. (2014). What about Mozart? What about murder? Reasoning from cases. Chicago, IL: University of Chicago Press.
  • Becvar, L. A., Hollan, J., & Hutchins, E. (2014). Hands as molecules: Representational gestures used for developing theory in a scientific laboratory. Semiotica, 156(1–4), 89–112.
  • Bricker, L., & Bell, P. (2014). “What comes to mind when you think of science? The perfumery!”: Documenting science-related cultural learning pathways across contexts and timescales. Journal of Research in Science Teaching, 51(3), 260–285. doi:10.1002/tea.v51.3
  • Charmaz, K. (2014). Constructing grounded theory. Thousand Oaks, CA: Sage.
  • Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, UK: Cambridge University Press.
  • Derry, S. J., Pea, R., Barron, B., Engle, R. A., Erickson, F., Goldman, R., … Sherin, B. L. (2010). Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. Journal of the Learning Sciences, 19(1), 3–53. doi:10.1080/10508400903452884
  • Dickinson, T., & Dyer, A. (2008). The backyard astronomer’s guide. Buffalo, NY: Firefly Books.
  • diSessa, A. A. (2001). Changing minds: Computers, learning, and literacy. Cambridge, MA: MIT Press.
  • diSessa, A. A., Levin, M., & Brown, N. J. S. (Eds.). (2016). Knowledge and interaction: A synthetic agenda for the learning sciences. New York, NY: Routledge.
  • Downey, G. (2007). Seeing with a “sideways glance”: Visuomotor “knowing” and the plasticity of perception. In M. Harris (Ed.), Ways of Knowing: New Approaches in the Anthropology of Experience and Learning (pp. 222–244). New York, NY: Berghahn Books.
  • Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic field notes. Chicago, IL: University of Chicago Press.
  • Engle, R., & Conant, F. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399–483.
  • Godfrey, L., & O’Connor, M. C. (1995). The vertical hand span: Nonstandard units, expressions, and symbols in the classroom. Journal of Mathematical Behavior, 14(3), 327–345. doi:10.1016/0732-3123(95)90014-4
  • Goldin-Meadow, S. (1999). The role of gesture in communication and thinking. Trends in Cognitive Sciences, 3(11), 419–429. doi:10.1016/S1364-6613(99)01397-2
  • Goodwin, C. (1993). Recording human interaction in natural settings. Pragmatics, 3(2), 181–209. doi:10.1075/prag.3.2.05goo
  • Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633. doi:10.1525/aa.1994.96.issue-3
  • Goodwin, C. (1995). Seeing in depth. Social Studies of Science, 25, 237–274. doi:10.1177/030631295025002002
  • Goodwin, C. (1997). The blackness of black: Color categories as situated practice. In L. B. Resnick, R. Säljö, C. Pontecorvo, & B. Burge (Eds.), Discourse, Tools and Reasoning (pp. 111–140). New York, NY: Springer.
  • Goodwin, C. (2000a). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489–1522. doi:10.1016/S0378-2166(99)00096-X
  • Goodwin, C. (2000b). Practices of seeing: Visual analysis: An ethnomethodological approach. In T. Van Leeuwen & C. Jewitt (Eds.), Handbook of Visual Analysis (pp. 157–182). London, UK: Sage.
  • Goodwin, C. (2003). Pointing as situated practice. In S. Kita (Ed.), Pointing: Where Language, Culture, and Cognition Meet (pp. 217–241). Hillsdale, NJ: Erlbaum.
  • Goodwin, C. (2011). Building action in public environments with diverse semiotic resources. Versus, 112–113, 169–182.
  • Goodwin, C., & Goodwin, M. J. (1996). Seeing as situated activity: Formulating planes. In Y. Engeström & D. Middleton (Eds.), Cognition and Communication at Work (pp. 61–95). New York, NY: Cambridge University Press.
  • Greeno, J. G., & Engeström, Y. (2014). Learning in activity. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 128–147). New York, NY: Cambridge University Press.
  • Gupta, A., Elby, A., & Sawtelle, V. (2016). Bridging knowledge analysis and interaction analysis through understanding the dynamics of knowledge in use. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and Interaction: A Synthetic Agenda for the Learning Sciences (pp. 260–291). New York, NY: Routledge.
  • Hall, R. (1996). Representation as shared activity: Situated cognition and Dewey’s cartography of experience. Journal of the Learning Sciences, 5(3), 209–238. doi:10.1207/s15327809jls0503_3
  • Hall, R. (1999). Videorecording as theory. In A. E. Kelly & R. Lesh (Eds.), Handbook of Research Design in Mathematics and Science Education (pp. 647–664). Mahwah, NJ: Erlbaum.
  • Hall, R., & Nemirovsky, R. (2012). Introduction to the special issue: Modalities of body engagement in mathematical activity and learning. Journal of the Learning Sciences, 21(2), 207–215. doi:10.1080/10508406.2011.611447
  • Hall, R., Nemirovsky, R., Ma, J. Y., & Kelton, M. L. (2016). Towards a generous* discussion of the interplay between natural descriptive and hidden machinery approaches in knowledge and interaction analysis. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and Interaction: A Synthetic Agenda for the Learning Sciences (pp. 496–519). New York, NY: Routledge.
  • Hall, R., & Stevens, R. (1995). Making space: A comparison of mathematical work in school and professional design practices. In S. L. Star (Ed.), The Cultures of Computing (pp. 118–145). Oxford, UK: Blackwell.
  • Hall, R., & Stevens, R. (2016). Interaction analysis approaches to knowledge in use. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and Interaction: A Synthetic Agenda for the Learning Sciences (pp. 72–108). New York, NY: Routledge.
  • Hammersley, M., & Atkinson, P. (1995). Ethnography principles in practice. London, UK: Routledge.
  • Harry, B., Sturges, K. M., & Klingner, J. K. (2005). Mapping the process: An exemplar of process and challenge in grounded theory analysis. Educational Researcher, 34(2), 3–13. doi:10.3102/0013189X034002003
  • Hutchins, E. (1995a). Cognition in the wild. Cambridge, MA: MIT Press.
  • Hutchins, E. (1995b). How a cockpit remembers its speeds. Cognitive Science, 19, 265–288. doi:10.1207/s15516709cog1903_1
  • Hutchins, E. (2010). Imagining the cognitive life of things. In L. Malafouris & C. Renfrew (Eds.), The Cognitive Life of Things: Recasting the Boundaries of the Mind (pp. 91–98). Cambridge, UK: Cambridge University Press.
  • Hutchins, E. (2014). The cultural ecosystem of human cognition. Philosophical Psychology, 27(1), 34–49. doi:10.1080/09515089.2013.830548
  • Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practices. Journal of the Learning Sciences, 4(1), 39–103. doi:10.1207/s15327809jls0401_2
  • Kita, S. (2000). How representational gestures help speaking. In D. McNeill (Ed.), Language and Gesture (pp. 162–185). Cambridge, UK: Cambridge University Press.
  • Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning, and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The Role of Interest in Learning and Development (pp. 3–25). Hillsdale, NJ: Erlbaum.
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
  • Lakoff, G., & Núñez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York, NY: Basic Books.
  • Latour, B. (1987). Science in action: How to follows scientists and engineers through society. Cambridge, MA: Harvard University Press.
  • Law, J., & Lynch, M. (1988). Lists, field guides, and the descriptive organization of seeing: Birdwatching as an exemplary observational activity. Human Studies, 11(2–3), 271–303. doi:10.1007/BF00177306
  • Leander, K. M., Phillips, N. C., & Taylor, K. H. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34(1), 329–394. doi:10.3102/0091732X09358129
  • Lee, V. R. (2015). Introduction: Technology meets body, body meets technology. In V. R. Lee (Ed.), Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments (pp. 1–18). New York, NY: Routledge.
  • Lee, V. R., & Drake, J. (2013). Digital physical activity data collection and use by endurance runners and distance cyclists. Technology, Knowledge and Learning, 18(1–2), 39–63. doi:10.1007/s10758-013-9203-3
  • Levin, M., & diSessa, A. A. (2016). “Seeing” as complex, coordinated performance: A coordination class theory lens on disciplined perception. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and Interaction: A Synthetic Agenda for the Learning Sciences (pp. 191–211). New York, NY: Routledge.
  • Levy, D. H. (1991). Guide to the night sky. New York, NY: Cambridge University Press.
  • Lynch, M., & Woolgar, S. (1990). Representation in scientific practice. Cambridge, MA: MIT Press.
  • McDermott, R. P., Gospodinoff, K., & Aron, J. (1978). Criteria for an ethnographically adequate description of concerted activities and their contexts. Semiotica, 24(3–4), 245–275. doi:10.1515/semi.1978.24.3-4.245
  • Mogk, D. W., & Goodwin, C. (2012). Learning in the field: Synthesis of research on thinking and learning in the geosciences. Geological Society of America Special Papers, 486, 131–163. doi:10.1130/2012.2486(24)
  • Nemirovsky, R., Rasmussen, C., Sweeney, G., & Wawro, M. (2012). When the classroom floor becomes the complex plane: Addition and multiplication as ways of bodily navigation. Journal of the Learning Sciences, 21(2), 287–323. doi:10.1080/10508406.2011.611445
  • Ochs, E., González, P., & Jacoby, S. (1996). “When I come down I’m in the domain state”: Grammar and graphic representation in the interpretive activity of physicists. In E. Ochs, E. Schegloff, & S. Thompson (Eds.), Interaction and Grammar (pp. 328–369). Cambridge, UK: Cambridge University Press.
  • Pickering, A. (1995). The mangle of practice: Time, agency, and science. Chicago, IL: University of Chicago Press.
  • Pollner, M., & Emerson, R. M. (2001). Ethnomethodology and ethnography. In P. Atkinson (Ed.), Handbook of Ethnography (pp. 118–135). New York, NY: Sage.
  • Remland, M. S., Jones, T. S., & Brinkman, H. (1995). Interpersonal distance, body orientation, and touch: Effects of culture, gender, and age. Journal of Social Psychology, 135(3), 281–297. doi:10.1080/00224545.1995.9713958
  • Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural Studies of Mind (pp. 139–163). Cambridge, UK: Cambridge University Press.
  • Roth, W.-M. (2000). Gestures: Their role in teaching and learning. Review of Educational Research, 71, 365–392. doi:10.3102/00346543071003365
  • Sacks, H. (1962). An initial investigation of the usability of conversational data for doing sociology. In D. N. Sudnow (Ed.), Studies in Social Interaction (pp. 31–74). New York, NY: Free Press.
  • Saxe, G. B. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Erlbaum.
  • Snow, D. A., Morrill, C., & Anderson, L. (2003). Elaborating analytic ethnography: Linking fieldwork and theory. Ethnography, 4(2), 181–200. doi:10.1177/14661381030042002
  • Stevens, R. R. (2000). Divisions of labor in school and in the workplace: Comparing computer and paper-supported activities across settings. Journal of the Learning Sciences, 9(4), 373–401. doi:10.1207/S15327809JLS0904_1
  • Stevens, R. R. (2010). Learning as a member’s phenomenon: Towards and ethnographically adequate science of learning. National Society for the Study of Education, 109(1), 82–97.
  • Stevens, R. R. (2012). The missing bodies of mathematical thinking and learning have been found. Journal of the Learning Sciences, 21(2), 337–346. doi:10.1080/10508406.2011.614326
  • Stevens, R. R., & Hall, R. (1998). Disciplined perception: Learning to see in techno-science. In M. Lampert & M. L. Blunk (Eds.), Talking Mathematics in School: Studies of Teaching and Learning (pp. 107–149). New York, NY: Cambridge University Press.
  • Strauss, A., & Corbin, J. (1994). Grounded theory methodology. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 273–285). Thousand Oaks, CA: Sage.
  • Streeck, J., Goodwin, C., & LeBaron, C. (2011). Embodied interaction: Language and body in the material world. Cambridge, UK: Cambridge University Press.
  • Suchman, L. A. (1987). Plans and situated actions: The problem of human-machine communication. New York, NY: Cambridge University Press.
  • Szilágyi, J., Clements, D. H., & Sarama, J. (2013). Young children’s understandings of length measurement: Evaluating a learning trajectory. Journal for Research in Mathematics Education, 44(3), 581–620. doi:10.5951/jresematheduc.44.3.0581
  • Taylor, K. H., & Hall, R. (2013). Counter-mapping the neighborhood on bicycles: Mobilizing youth to reimagine the city. Technology, Knowledge and Learning, 18, 65–93. doi:10.1007/s10758-013-9201-5
  • Umphress, J. (2016). Parents as skilled knowledge practitioners. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and Interaction: A Synthetic Agenda for the Learning Sciences (pp. 326–347). New York, NY: Routledge.
  • Williams, R. F. (2012). Image schemas in clock-reading: Latent errors and emerging expertise. Journal of the Learning Sciences, 21(2), 216–246. doi:10.1080/10508406.2011.553259

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.