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
Student expectations in introductory physics
TL;DR: The Maryland Physics Expectations survey as discussed by the authors ) is a 34-item Likert-scale survey that probes student attitudes, beliefs, and assumptions about physics in introductory calculus-based physics courses.
Journal ArticleDOI
Problem Solving as a Basis for Reform in Curriculum and Instruction: The Case of Mathematics
James Hiebert,Thomas P. Carpenter,Elizabeth Fennema,Karen C. Fuson,Piet Human,Hanlie Murray,Alwyn Olivier,Diana Wearne +7 more
TL;DR: The authors argue that reform in curriculum and instruction should be based on allowing students to problematize the subject rather than mastering skills and applying them, and argue that such an approach would facilitate students' understanding.
Journal ArticleDOI
Sociocultural and Constructivist Theories of Learning: Ontology, Not Just Epistemology
TL;DR: In this article, the relation between sociocultural and constructivist perspectives on learning is discussed, and it is argued that learning involves becoming a member of a community, constructing knowledge at various levels of expertise as a participant but also taking a stand on the culture of one's community in an effort to take up and overcome the estrangement and division that are consequences of participation.
Book ChapterDOI
Shared cognition: Thinking as social practice.
TL;DR: The findings indicated that the star teachers are using a variety of instructional approaches that are culturally relevant and aligned with the NCTM’s Principles and Standards for School Mathematics.
Journal ArticleDOI
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
TL;DR: Fading written scaffolds better equipped students to write explanations when they were not provided with support, and showed significant learning gains for students for all components of scientific explanation.
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.