Situated Cognition and the Culture of Learning
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TLDR
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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Chemistry students' conceptions of solubility: A phenomenography
Jazlin Ebenezer,Gaalen Erickson +1 more
TL;DR: The authors identified a number of conceptions of solubility elicited from grade 11 students in individual interviews and grouped these conceptions into six categories related to the students' preferred explanations for solution phenomena: (a) physical transformation from solid to liquid; (b) chemical transformation of solute; (c) density of solutes; (d) amount of space available in solution; (e) properties of soluted particles; and (f) size of particles.
Journal ArticleDOI
Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions
TL;DR: In the student teaching triad model adopted in this paper, pairs of pre-service teachers worked collaboratively with cooperating teachers during a 12-week field experience, and the main objectives of the study were to document the benefits and challenges for preservice teachers and cooperating teachers who participate in a triad and to describe the co-teaching models that would emerge during this experience.
Journal ArticleDOI
Is It Realistic to Expect a Preservice Teacher to Create an Inquiry-based Classroom?
TL;DR: In this paper, it was shown that it is not realistic to expect a Preservice Teacher to create an Inquiry-based Classroom, and the authors concluded that "it is difficult to expect Preserve Teacher to Create an Inquiry Based Classroom".
Explorations in Learning & Instruction: The Theory Into Practice Database
B. Weiner,Leon Festinger,R. Spiro,John Sweller,R. Gagne,E. Thorndike,Jerome S. Bruner,E. DeBono,A. Schoenfeld,D. Rumelhart,Donald A. Norman,H. Gardner,I. Maltzman,F. Marton,N. Entwistle,E. Tolman +15 more
TL;DR: Vygotsky's theory was an attempt to explain consciousness as the end product of socialization, and is complementary to the work of Bandura on social learning and a key component of situated learning theory.
Journal ArticleDOI
Cognitive Presence in Asynchronous Online Learning: A Comparison of Four Discussion Strategies
TL;DR: It is concluded that discussion strategies requiring learners to take a perspective in an authentic scenario facilitate cognitive presence, and thus critical thinking and higher levels of learning.
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.
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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.