Interpreting Scientific and Engineering Practices: Integrating the cognitive, social, and cultural dimensions

By Nancy J. Nersessian. 2003

107 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1614258a487b81c64dbfa3aecf4b18144dabe11f

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Citations in the corpus

Becoming Researchers: The Participation of Undergraduate and Graduate Students in Scientific Research Groups (2013, background): “Although there has been extensive research on how scientists do science from both cultural and cognitive perspectives (e.g., Collins, 1985; Latour, 1988; Nersessian, 2005; Pickering, 1995), there are few studies that provide a comprehensive model for understanding the learning trajectories (Wenger, ”
The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity (2004, background): “Such empirical work in this vein, identified with work in the field of “science studies” (e.g., Bowker & Star, 1999; Galison, 1987, 1997; Knorr-Cetina, 1999; Latour & Woolgar, 1979/1986; Nersessian, 2004; Ochs & Jacoby, 1997; Rheinberger, 1997; Star, 1989), both challenge existing idealizations of s”
Perspectival Understanding of Conceptions and Conceptual Growth in Interaction (2007, methodology): “Another example was provided in research by Nersessian and her associates (Nersessian, 2005; Nersessian, KurzMilcke, Newstetter, & Davies, 2003), who studied activity in a bioengineering laboratory that had the goal of developing an artificial blood vessel.”
The Affordances for Social Psychology of the Ecological Approach to Social Knowing (2007, background): “Osbeck and Nersessian (2006; see also Nersessian, 2005) make a similar point about the need to rework the notions of both ‘culture’ and ‘cognition’ in addressing fundamental issues concerning distributed cognition, arguing that nothing less than a re-conceptualization of both phenomena will be…”
Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry (2006, background): “Transcending Simple School Science Investigation Historical and contemporary cases of scientific inquiry suggest that it is all but impossible to consider a scientific problem without some implicit or explicit model as a frame of reference (Longino, 1990; Nersessian, 2005; Stewart & Rudolph, 2001).”
Distributed creativity: How collective creations emerge from collaboration. (2009, background): “This sort of hybrid research is currently under way in studies of distributed cognition as well (Greeno, 2006; Nersessian, 2005).”
Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks - eScholarship (2014, background): “The construction of explanations is an essential feature of science, as well as a fundamental classroom activity that engages students in epistemic practices of the discipline (Knorr-Cetina, 1999; Latour & Woolgar, 1979; Nersessian, 2005; Pickering, 1995).”