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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Lifelike Pedagogical Agents for Mixed-initiative Problem Solving in Constructivist Learning Environments
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Developing the Master Learner: Applying Learning Theory to the Learner, the Teacher, and the Learning Environment
TL;DR: The authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.
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Facilitating Elementary Principals' Support for Instructional Teacher Leadership.
TL;DR: In this article, an exploratory study examines conditions that lead elementary principals to support the work of school-based instructional teacher leaders and asks, How do principals' knowledge of knowledge and knowledge transfer affect their support of teacher leaders?
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Quality and Generic (Professional) Skills
TL;DR: In this article, a business school has identified a set of generic skills to be taught to all undergraduate students and begun implementing a project to teach and assess the skills in the context of each discipline.
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District Central Offices as Learning Organizations: How Sociocultural and Organizational Learning Theories Elaborate District Central Office Administrators' Participation in Teaching and Learning Improvement Efforts.
TL;DR: In this article, a conceptual framework that draws on organizational and sociocultural learning theories to elaborate what might be involved if central offices operated as learning organizations is presented. But the conceptual framework does not address the challenges faced by school district central office administrators to become key supporters of efforts to improve teaching and learning districtwide.
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.