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What Counts as Knowledge: Learning to Use Categories in Computer Environments

Learning, Media and Technology Volume 37, Number 1, ISSN 1743-9884


In this article, I develop a perspective on learning as multilayered phenomena. I take a socio-genetic approach in order to understand human activity and to show how categories are a fundamental part of learning in a specific type of institutional practice. In the empirical section, student dialogue is analysed in relation to a set of categories taken from scientific discourse. The analysis illustrates how categories in the progressive inquiry model could guide students towards a more systematic orientation to problem solving. (Contains 1 figure.)


Ludvigsen, S.R. (2012). What Counts as Knowledge: Learning to Use Categories in Computer Environments. Learning, Media and Technology, 37(1), 40-52. Retrieved February 16, 2019 from .

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Cited By

  1. Research Highlights in Technology and Teacher Education 2014

    Leping Liu, University of Nevada, Reno, United States; David Gibson, simSchool & SITE, United States

    (2014) pp. 1–140

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