Situated Cognition and the Culture of Learning

Erstpublikation in: Educational Researcher, Vol. 18, No. 1. (Jan. - Feb., 1989), pp. 32-42.

Publikationsdatum: 1989

Zusammenfassungen

In this paper, we try to explain in a deliberately speculative way, why activity and situations are integral to cognition and learning, and how different ideas of what is appropriate learning activity produce very different results. We suggest that, by ignoring the situated nature of cognition, education defeats its own goal of providing usable, robust knowledge. And conversely, we argue that approaches such as cognitive apprenticeship (Collins, Brown, & Newman, in press) that embed learning in activity and make deliberate use of the social and physical context are more in line with the understanding of learning and cognition that is emerging from research.

von J. S. Brown, Allan Collins, P. Duguid im Text Situated Cognition and the Culture of Learning (1989)

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.

von J. S. Brown, Allan Collins, P. Duguid im Text Situated Cognition and the Culture of Learning (1989)

In diesem Text wird erwähnt...

Personen
KB IB clear

John Seely Brown, Allan Collins, Catherine Twomey Fosnot, Jean Lave, S. E. Newmann, L. B. Resnick, Etienne Wenger

Begriffe
KB IB clear

cognitive apprenticeship, Lernen, microworld, situated learning / situated cognition, Werkzeug

Bücher

Jahr	Titel	IB	OB	KB	LB
1989	Knowing, Learning, and Instruction (L. B. Resnick)	97	11	7	1399
1991	Situated Learning (Jean Lave, Etienne Wenger)	101	2	9	683
1996	Constructivism (Catherine Twomey Fosnot)	6	2	1	500

Texte

Jahr		Titel	IB	OB	KB	LB
1987		Learning in School and out (L. B. Resnick)	12	0	0	0
1989		Cognitive Apprenticeship (Allan Collins, J. S. Brown, S. E. Newmann)	79	10	5	2278

In diesem Text wird nicht erwähnt...

Nicht erwähnte Begriffe

anchored instruction, cognitive flexibility

Zitationsgraph

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