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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Learning from text: Reflections on the past and suggestions for the future
TL;DR: In this article, the authors suggest ways to improve learning by enhancing the coherence of texts and the strategies learners use when reading to learn, and discuss the issues for discourse processing research and redirect several current areas of research.
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The Value of an Emergent Notion of Authenticity: Examples from Two Student/Teacher-Scientist Partnership Programs.
TL;DR: The authors argue that what constitutes authentic science can be taught neither in the traditional didactic modes nor through simulations of scientists' science in the classroom, and instead, authenticity needs to be seen as emergent and as diverse in meaning.
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Learning Oceanography from a Computer Simulation Compared with Direct Experience at Sea.
William Winn,Frederick R. Stahr,Christian Sarason,Ruth Fruland,Peter Oppenheimer,Yen-Ling Lee +5 more
TL;DR: The authors compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based, and found that the field experience helped contextualize learning for students with little prior experience of the ocean while the simulation made it easier for students to connect what they learned from it to other content they learned in class.
Journal Article
Teaching and learning in the web 2.0 era: Empowering students through learner-generated content
TL;DR: The different ways in which social computing applications can be used for teaching and learning are considered, and changes to pedagogy based on greater learner control, agency, and engagement in content creation, as well as peer-to-peer sharing and review of ideas are suggested.
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Promoting Technology Integration through Collaborative Apprenticeship.
TL;DR: Collaborative apprenticeship as mentioned in this paper, a professional development model featuring reciprocal interactions, is one such approach to promoting technology integration, where teachers experienced in technology use serve as mentors of peer-teachers' technology applications aimed at improving instruction.
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.
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.