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
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Book ChapterDOI
Learning, Teaching and Testing for Complex Conceptual Understanding.
TL;DR: It is argued that instruction and testing should be congruent with the cognitive goals for students that are desired, and that educational goals for understanding can be aided by knowing how understanding is likely to break down.
Journal ArticleDOI
Preparing for Professional Experiences--Incorporating Pre-Service Teachers as "Communities of Practice".
TL;DR: In this paper, a model of delivery of professional experience courses for pre-service teachers that has been running in the author's institution for 9 years has been described, with the overall purpose of the model being to assist the development of a reflective approach in teachers as they build their professional knowledge in schools and on campus.
Journal ArticleDOI
Gamifying French Language Learning: a case study examining a quest-based, augmented reality mobile learning-tool
TL;DR: In this paper, a mobile learning tool Explorez was created for first-year University French students in order to bridge the gap between gaming and education through quest-based learning and augmented reality.
Journal ArticleDOI
Workplace learning: its potential and limitations
TL;DR: Workplace learning is now commonly used as a setting for acquiring vocational knowledge as discussed by the authors, however, questions about the effectiveness of workplace learning processes need to be addressed These questions are central to the evaluation and improvement of learning arrangements which aim to develop vocational skills.
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.