Experienced relations and structured inscriptions: The distributed nature of knowledge in the study of students lived experience

Abstract : (150 words) Lived experience of individuals constitutes our unit of analysis, and allows us to retrace learning processes as they are lived " from within ". In this enactivist perspective, knowledge is considered in relation with " distinctions " , that are familiar entities and relations that are experienced by individuals. We conducted an empirical study in a course about lesson planning. We used self-confrontation interviews providing us reports from which we could identify precisely these distinctions as they were successively experienced by students. As a matter of fact, knowledge structure did not appear through these descriptions. Nevertheless, it rather appears in students' notes, that may be considered as material anchors for the moving flow of lived experience. Consequently, we posit studying knowledge construction in an enactive-experiential perspective entails to consider its distribution between 1) various successions of distinctions in the dynamics of lived experience; 2) inscriptions, and more broadly material instruments bearing a temporal continuity.
Complete list of metadatas

Cited literature [6 references]  Display  Hide  Download

https://halshs.archives-ouvertes.fr/halshs-01865254
Contributor : Gilles Dieumegard <>
Submitted on : Friday, August 31, 2018 - 11:19:37 AM
Last modification on : Friday, June 14, 2019 - 1:16:34 AM
Long-term archiving on: Saturday, December 1, 2018 - 1:47:44 PM

File

Paper - EARLI SIG17 2018 v2.pd...
Files produced by the author(s)

Identifiers

  • HAL Id : halshs-01865254, version 1

Citation

Gilles Dieumegard, Sandra Nogry. Experienced relations and structured inscriptions: The distributed nature of knowledge in the study of students lived experience. Dialogue between ontology and epistemology. New perspectives on theory and methodology in research on learning and instruction, EARLI SIG 17 Methods in learning research & SIG 25 Educational theory, Aug 2018, Cambridge, United Kingdom. ⟨halshs-01865254⟩

Share

Metrics

Record views

43

Files downloads

19