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Supporting the Improvement of Learning and Teaching in Social and Institutional Context
The charge the editors gave me for this chapter was to “push the envelope” by raising methodological issues and by indicating phenomena that might be included within the scope of future cognitive science research. In seeking to fulfil this charge in what I hope will prove to be a constructive manner, I consider two points of methodology in the first part of the chapter. The first of these concerns the relation between the development of cognitive or learning theory on the one hand and the improvement of instructional practice on the other. The second methodological point brings to the fore the need for interpretive frameworks ...
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