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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Professional practice, learning, and continuing education: an integrated perspective‡
TL;DR: In this article, the authors describe and provide evidence for three propositions that build on the importance of knowledge gained from practice: (1) the goal of professional practice is wise action; (2) knowledge acquired from practice is necessary to achieve this goal; and (3) a model of learning from practice should become the centrepiece of systems of continuing education for the professions.
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Where is the Context in Contextual Word Problems?: Mathematical Practices and Products in Grade 8 Students' Answers to Story Problems.
TL;DR: This article investigated students' approaches to contextual word and story problems and found that problems in school mathematics do not become contextual by embedding them in more descriptions of story situations, rather, a problem is contextualized if the mathematical practices in which students engage are integrated in a larger array of meaningful practices.
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New Directions in Learning and Motivation.
Abstract: The foundation of good teaching is attention to student learning. There is much to know about how student learning occurs and how teachers can foster it, but the field has come a long way in twenty years.
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Collaboration Between Children Learning to Write: Can Novices Be Masters?
Colette Daiute,Bridget Dalton +1 more
TL;DR: In this paper, the authors describe social aspects of the literacy learning process among young peers and synthesize distinct strands of research on socially constructed literacy, and they find that children who demonstrated even minimal ability to write stories transferred basic aspects of story structure to each other.
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Teaching Communication in Capstone Design: The Role of the Instructor in Situated Learning
TL;DR: In this article, the authors synthesize research on communication learning in college from the fields of composition and technical communication and illustrate its relevance to the engineering classroom with a case study of a capstone design course.
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.
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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.