Situated Cognition and the Culture of Learning
Reads0
Chats0
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
More filters
Journal ArticleDOI
Experience and Participation: Relating Theories of Learning
TL;DR: Situated learning as discussed by the authors explores the relationship between experiential education and other holistic theories of education including constructivism, social constructionism and cultural discourses, and provides a comprehensive theorization of learning as participation situated in the context of community practice.
Journal ArticleDOI
Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience
TL;DR: In this article, the authors argue that students are significantly and detrimentally disengaged from the assessment process as a result of traditional assessments that do not address key issues of learning and propose new models of assessment focusing on authentic learning and the authentic assessment of that learning through self- and peer-assessment.
Journal ArticleDOI
Learning to teach in a field-based methods course: The development of pedagogical content knowledge
TL;DR: In this article, the authors describe what and how seven preservice teachers learned during a field-based elementary physical education methods course and how they connected knowledge development to improved observing and teaching.
Journal ArticleDOI
Instructional-Design Theories and Models: Building a Common Knowledge Base. Volume III.
TL;DR: In this article, a layer theory of design structure is proposed based on an alternative approach to design problem fragmentation that uses artifact function rather than process as the decomposition principle, and layers are defined in terms of multiple design languages used for the solution of layer and sub-layer design problems.
Journal ArticleDOI
How does experience affect theoretical knowledge for teaching
TL;DR: The authors examine the literature on novice-expert shifts in teachers' knowledge from the perspective of constructivist learning theory with a view to identifying lessons for teacher educators, and identify three requirements for a research agenda on teachers' learning.
References
More filters
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.