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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Journal ArticleDOI
ASK Systems: An Approach to the Realization of Story-Based Teachers
TL;DR: In this article, the authors argue that the coherence of the conversation itself provides a context that enables the stories to be usefully incorporated into the student's memory, and that this context occurs naturally in a teaching dialog, called an Aesopic dialog, in which the student asks questions and the expert answers with stories.
Journal ArticleDOI
Student Engagement with Social Issues in a Multimedia-supported Learning Environment.
John W. Saye,Thomas Brush +1 more
TL;DR: This article explored high school students' responses to a technology-supported, problem-based US history unit and found that scaffolded multimedia may provide a more authentic context for learning that raises student interest, confronts students with alternative perspectives, and makes knowledge more available for application to social problems.
Journal ArticleDOI
Professional Skills and Capabilities of Accounting Graduates: The New Zealand Expectation Gap?
Abstract: Much has been written about teaching and learning deficiencies in accounting education. Universities have grappled with the challenge and developed a number of strategies to address the concerns raised. Many of the recommended strategies for addressing these deficiencies have included a focus on the development of professional capabilities and skills. This paper reports on a study which has identified the capabilities which are considered to be the most important for successful practice in accountancy during the first years after graduation and identified the extent to which New Zealand universities have focused on these in the delivery of their study programmes. Most attempts to measure the nature and extent of change to accountancy degree programmes have collected data from current or graduating students or from the university itself. This study instead collected feedback from accountancy graduates employed in public practice with three to five years post graduation professional experience and from thei...
Journal ArticleDOI
An alternative conception of mentor–novice relationships: Learning to teach in reform-minded ways as a context
Jian Wang,Sandra J. Odell +1 more
TL;DR: The authors conceptualized 16 types of mentor-novice relationships and identified challenges and complexities associated with moving novices toward reform-minded teaching, and illustrated some of their conceptualized mentoring relationships and their consequences on learning to teach in reformminded ways.
Book ChapterDOI
Integrating Technology into Mathematics Education: Theoretical Perspectives
Paul Drijvers,Carolyn Kieran,Maria Alessandra Mariotti,Janet Ainley,Mette Andresen,Yip Cheung Chan,Thierry Dana-Picard,Ghislaine Gueudet,Ivy Kidron,Allen Leung,Michael Meagher +10 more
TL;DR: The central question at stake in this chapter is: What theoretical frames are used in technology-related research in the domain of mathematics education and what do these theoretical perspectives offer?
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.