Situated

About: Situated is a research topic. Over the lifetime, 5632 publications have been published within this topic receiving 187360 citations.

Situated Cognition and the Culture of Learning

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.

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

Situated Knowledges : The Science Question in Feminism and the Privilege of Partial Perspective

Abstract: Recent social studies of science and technology, for example, have made available a very strong social constructionist argument for all forms of knowledge claims, most certainly and especially scientific ones. Feminist objectivity is about limited location and situated knowledge, not about transcendence and splitting of subject and object. It allows us to become answerable for what we learn how to see. The alternative to relativism is partial, locatable, critical knowledges sustaining the possibility of webs of connections called solidarity in politics and shared conversations in epistemology. “Passionate detachment” requires more than acknowledged and self-critical partiality. Positioning is, therefore, the key practice in grounding knowledge organized around the imagery of vision, and much Western scientific and philosophic discourse is organized in this way. Situated knowledges are about communities, not about isolated individuals. The only way to find a larger vision is to be somewhere in particular.

Plans and situated actions: the problem of human-machine communication

Abstract: Preface Acknowledgements 1. Introduction 2. Interactive artefacts 3. Plans 4. Situated actions 5. Communicative resources 6. Case and methods 7. Human-machine communication 8. Conclusion References Indices.