Situated Cognition and the Culture of Learning
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Collins, Brown, and Newman as mentioned in this paper argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used, and propose cognitive apprenticeship as an alternative to conventional practices.Abstract:
Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.read more
Citations
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Assessing skills for work: two perspectives
TL;DR: In this article, the authors compare two theoretical perspectives for skills measurement: the economic perspective that dominates the policy discussion about skills, and the sociocultural perspective, and explore the basic assumptions about skills from each perspective and consider how each addresses different issues concerning skill requirements.
Proceedings Article
Interaction Design and Children
TL;DR: In this paper, a survey of research on children's cognitive and motor development, safety issues related to technologies and design methodologies and principles is presented, with an overview of current research trends in the field of interaction design and children and identifies challenges for future research.
Journal ArticleDOI
Differences in graph-related practices between high school biology textbooks and scientific ecology journals
TL;DR: In this article, the authors investigate the role of high school textbooks in the appropriation of authentic scientific graph-related practices and find that scientific journals provided more resources to facilitate graph reading and more elaborate descriptions and interpretations of graphs than high school biology textbooks.
Journal ArticleDOI
Workplace Learning and Flexible Delivery
TL;DR: Workplace learning has developed as a field both of practice and of research over the past decade as discussed by the authors, and the increase in interest is due in part to heightened awareness that workplace knowledge and skills contribute to enterprise and national competitiveness, but it is also due to an increased focus on the connections to be made between theory and practice as part of an education or training experience.
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Learning scientific concepts through material and social activities: Conversational analysis meets conceptual change.
TL;DR: The ontogenesis of conceptual change in scientific thinking provides a central case for examining this problem as discussed by the authors and a sociocultural framework informed by studies of conversation analysis is described, in which meaning negotiation and appropriation are identified as mechanisms for achieving such conceptual change.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Journal ArticleDOI
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
TL;DR: In this article, two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported, and the training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text.
Journal ArticleDOI
Cognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics
TL;DR: This paper proposes the development of a new cognitive apprenticeship to teach students the thinking and problem-solving skills involved in school subjects such as reading, writing and mathematics.