Epistemic Relations and Joint Knowledge Construction in the Classroom Talk-in-interaction

ABSTRACT: This work aims to revisit key aspects in the literature that investigates classroom talk-in-interaction, updating them to the recent discussion that investigates epistemic relations in the interactional field. We depart from Garcez’s (2006, 2012) analysis of classroom talk-in-interaction to verify to what extent the current investigation of epistemic issues brings up new perspectives for these studies. The discussion also draws on reflections from the analysis of how questions emerge in the interaction of researchers at a technology laboratory ( FRANK, 2015). We conclude that paying attention to participants’ orientation to territories of knowledge in the interactional field brings into focus relevant issues to the discussion of knowledge asymmetries in the classroom and raises interest in searching for descriptions of non- traditional epistemic organizations in the classroom.摘要：本研究旨在重新审视探讨互动式课堂话语（classroom talk-in-interaction）的相关文献中的核心议题，并结合当前针对互动场域（interactional field）中认知关系（epistemic relations）的前沿研究讨论进行更新完善。本研究以Garcez（2006，2012）对互动式课堂话语的分析为研究起点，旨在验证当前针对认知议题（epistemic issues）的探讨能为这类研究带来何种程度的新视角。本讨论同时借鉴了Frank（2015）对某技术实验室中研究者互动场景下问题生成机制的分析所衍生的思考。本研究最终得出结论：关注互动场域中参与者对知识领地（territories of knowledge）的取向，能够凸显课堂语境下知识不对称性（knowledge asymmetries）讨论的相关核心议题，并激发学界对探寻课堂中非传统认知组织模式（non-traditional epistemic organizations）描述的研究兴趣。