ABSTRACT

Background: We investigate the nature of planning the canoeing of rapids and its reasoning processes, while at the same time advancing a syncretic approach to cognitive and situative theories of learning. Building upon the work of Lucy Suchman, we examine how canoers plan to run rapids and how plans serve as resources for action.

Methods: In ethnographically-informed manner, we followed a team of canoers across various contexts of rapid scouting and running. By mounting video cameras on canoeing dyads’ helmets, we captured the team’s discursive construction of plans, how canoe partners took up the collective production of plans to elaborate their own plans, and how plans seemed to function as resources for canoeing action.

Findings: Through the analysis of three episodes of rapid running, we articulate detailed descriptions of reasoning processes at the collective, canoeing dyad and individual levels, and draw relationships between them to explain observed canoeing performance in its full complexity.

Contribution: We show that drawing on intersections, affinities, and complementarities between principles and theoretical constructs from both cognitive and situative theories of learning may achieve a more holistic, multi-level, and fine-grained description of knowing and learning as ongoing, at once collective and individual achievements.

摘要

背景：我们研究了急流划独木舟计划的性质及其推理过程，同时推进了认知和情境学习理论的融合方法。以露西·萨奇曼 (Lucy Suchman) 的工作为基础，我们研究了独木舟如何计划在急流中奔跑以及计划如何作为行动资源。

方法：以人种学知情的方式，我们在快速侦察和跑步的各种背景下跟踪了一组独木舟。通过在独木舟二人组的头盔上安装摄像机，我们捕捉到了团队对计划的讨论构建，独木舟合作伙伴如何共同制定计划以制定自己的计划，以及计划如何作为划独木舟行动的资源发挥作用​​。

发现：通过对三段快速奔跑的分析，我们详细描述了集体、皮划艇二元组和个人层面的推理过程，并绘制了它们之间的关系，以充分解释观察到的皮划艇性能的复杂性。

贡献：我们表明，利用学习的认知理论和情境理论中的原则和理论结构之间的交叉、关联和互补性，可以立即实现对知识和学习的更全面、多层次和细粒度的描述。集体和个人成就。