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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Proceedings ArticleDOI
Teaching Language and Culture with a Virtual Reality Game
TL;DR: Crystallize, a 3D video game for learning Japanese, is adapted so that it can be played in virtual reality with the Oculus Rift, and it is shown that the virtual reality design trained players how and when to bow, and that it increased participants' sense of involvement in Japanese culture.
Journal ArticleDOI
Apprentice Scholarly Writing in a Community Of Practice: An Intraview of an NNES Graduate Student Writing a Research Article
TL;DR: In this paper, a non-native-English-speaking graduate student's engagement with his community of practice as he wrote the first draft of an article in chemistry was examined, where the primary data were the student's process logs, his developing text, and his Bulletin Board System message exchanges and post-hoc interviews.
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Graphing: Cognitive ability or practice?
TL;DR: The authors argue that traditional views lead to a common assessment problem of how to account for variations in performance across contexts and tasks, and a common attribution problem that locates difficulties in students' deficient cognitive apparatus.
Journal ArticleDOI
Some implications of cognitive theory for instructional design
TL;DR: In this article, the authors examine some of the implications of recent developments in cognitive theory for instructional design, arguing that behavioral theory is inadequate to prescribe instructional strategies that teach for understanding.
Can we support CSCL? Educational, social and technological affordances for learning
TL;DR: Kirschner, P. A. as discussed by the authors (2002). Can we support CSCL? Educational, social and technological affordances for learning. Inaugural address, Open University of the Netherlands, The Netherlands.
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.