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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Effects of video game playing on measures of spatial performance: Gender effects in late adolescence.
Lynn Okagaki,Peter A. Frensch +1 more
TL;DR: For instance, this paper found that playing the video game Tetris improves mental rotation time and spatial visualization time in older adolescents. But none of the subjects had any prior experience with Tetris, a video game requiring the rapid rotation and placement of seven different-shaped blocks, and the results indicated that reliable and consistent differences between males and females were only obtained on complex mental rotation tasks.
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A Review of the “Digital Turn” in the New Literacy Studies:
TL;DR: This paper reviewed a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications, and highlighted the distinctive trends in the digital strand, identifying common patterns across new literacy practices through crosscomparisons of ethnographic research in digital media environments.
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Designing collaborative, constructionist and contextual applications for handheld devices
TL;DR: A functional framework which analyses handheld application in relation to their use as well as the pedagogical underpinning, if any, that informs their development is presented, arguing that three categories, namely data collection, location aware and collaborative, are particularly suited to learning with handheld devices when they are informed by collaborative, contextual and constructionist learning theories.
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Framing Interactions to Foster Generative Learning: A Situative Explanation of Transfer in a Community of Learners Classroom
TL;DR: The authors developed a situative approach to explain the transfer of learning, illustrating it using a challenging-to-explain case from a Fostering Communities of Learners classroom, which involved a group of 5th graders who learned and then transferred a more sophisticated way of explaining species survival and endangerment despite participating in a unit in which many activities designed to foster transfer were short circuited.
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Toward an Epistemology of Practice
TL;DR: Higher and post-experience education in many parts of the world have unfortunately overlooked what practice can contribute to our knowledge base interactively with and distinctly from classroom education as discussed by the authors, which is the opposite of our approach.
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.
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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.