Expanding Cultural-Historical Activity Theory Methodologies for the Study of Classroom Practices

Session Type: Paper Session

Abstract

This paper session includes four pieces that discuss, examine, and analyze varied theoretical ideas within the CHAT framework. The first paper examines the roles students take on in a Physics course during the process of contribution to and participation in an activity system. The second piece uses multi-modal analyses of student language and gestures to understand meaning in a Chemistry course and how this can contribute to learning processes. The third paper discusses how service learning through a school-university partnership can foster Zones of Proximal Development in STEM learning. The final study is a retrospective case study that uses collective classroom efficacy as a focal point to explain learning. These four pieces bring forth a collective understanding of how a CHAT framework, along with support from additional perspectives, can serve as a tool to further the learning process in the classroom.

Sub Unit

• SIG-Cultural-Historical Research

Chair

• Luke Perone, University of Washington - Tacoma

Papers

• Contribution to Activity: An Effective Way to Examine Students’ Role in a Physics Course - Sanaz Farhangi, New York University

• Exploring the Conceptual Trajectory of a Proposal in a Chemistry Class Through Frame Analysis - Michelle Zoss, Georgia State University; Brett Allen Criswell, University of Kentucky

• Service-Learning and Creating Zones of Proximal Development in STEM Learning - Jaime E. Martinez, New York Institute of Technology

• “We Learned Each Other, Then We Taught Each Other”: Retrospective Case Study to Explore Collective Classroom Efficacy - Suzanne H. Jones, Utah State University; LeAnn G. Putney, University of Nevada - Las Vegas; Brett D. Campbell, Brigham Young University

Discussant

• Kersti Tyson, University of New Mexico