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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A Taxonomy for Categorizing Generalizations: Generalizing Actions and Reflection Generalizations
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Proceedings ArticleDOI
Collaborative technology for facilitating progressive inquiry: future learning environment tools
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Impact of a Student-Teacher-Scientist Partnership on Students' and Teachers' Content Knowledge, Attitudes toward Science, and Pedagogical Practices.
TL;DR: In this article, the authors examined the impact of Student-Teacher-Scientist Partnerships (STSPs) on teachers' and students' content knowledge growth or changes in their attitudes about science and scientists.
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Qualities of Historical Writing Instruction: A Comparative Case Study of Two Teachers’ Practices
TL;DR: The authors explored the practices of two high school teachers of U.S. history and their students' performance on evidence-based history essays over 7 months and found that the following qualities of instruction support students' development in writing evidence based historical essays: reading historical texts and considering them as interpretations; supporting reading comprehension and historical thinking; asking students to develop interpretations and support them with evidence; and using direct instruction, guided practice, indep...
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Peer learning using asynchronous discussion systems in distance education
TL;DR: This paper focuses on two courses where computer conferencing has been used in different ways: for optional peer support; and for assessed group activities.
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.