Publisher's Synopsis
Interested in more than just the learning of physics, diSessa offers a broad theory of cognitive change and learning -- a theory of the nature of cognitive representations and the organizations of knowledge. It is also a theory of the roles of direct experience in domains of formal knowledge and of the immediate situation in reasoning and thinking. These themes -- all part of today's discussions of learning and knowing -- are introduced in the main article. They are further explored and argued in the respondents' essays and, in turn, in diSessa's reply.
