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
What Kind of a Girl Does Science? The Construction of School Science Identities
TL;DR: In this article, the authors describe four middle school African American girls' engagement with science and find that they expressed a fondness for science in school or had science-related hobbies outside of school, and their stories provide a better understanding of the variety of ways girls choose to engage in science and how this engagement is shaped by their views of what kind of girl they are.
Journal ArticleDOI
The Knowledge Creation Metaphor--An Emergent Epistemological Approach to Learning.
Sami Paavola,Kai Hakkarainen +1 more
TL;DR: In this paper, the authors argue that learning is a process of knowledge acquisition by individual learners (amonological approach) or participation to social interaction (adialogical approach), one should distinguish a "trialogical" approach, which concentrates on mediated processes where common objects of activity are developed collaboratively.
Feedback research revisited.
TL;DR: In a previous examination of feedback research as discussed by the authors, the use of feedback in the facilitation of learning was examined extensively according to various historical and paradigmatic views of the past feedback literature, and even more so because our theories and paradigms have expanded, and the evolution of instructional design has undergone and will continue to undergo rapid changes in technologies that will afford new advances to take place in both the delivery and the context of using feedback in instruction.
Book ChapterDOI
Teacher Learning: Implications of New Views of Cognition
Ralph T. Putnam,Hilda Borko +1 more
TL;DR: For example, this paper argued that the traditional view of teaching as presenting and explaining content and learning as the rehearsal and retention of presented information and skills in American classrooms diverges significantly from much of the educational practice that currently typifies American classrooms.
Journal ArticleDOI
Developing generic skills at university, during work placement and in employment: graduates' perceptions.
TL;DR: The authors found that the importance of teamwork, being given responsibility, and collaborative learning emerged as the most important factors for effective learning in the three contexts under consideration, while graduates recognized the contribution university had made to their generic skills development.
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.