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On Claims That Answer the Wrong Questions

James G. Greeno
Erstpublikation in: Educational Researcher, Vol. 26, No. 1 (Jan. - Feb., 1997), pp. 5-17
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Anderson, Reder, and Simon (1996) contested four propositions that they incorrectly called “claims of situated learning.” This response argues that the important differences between situative and cognitive perspectives are not addressed by discussion of these imputed claims. Instead, there are significant differences in the framing assumptions of the two perspectives. I clarify these differences by inferring questions to which Anderson et al.'s discussion provided answers, by identifying presuppositions of those questions made by Anderson et al., and by stating the different presuppositions and questions that I believe are consistent with the situative perspective. The evidence given by Anderson et al. is compatible with the framing assumptions of situativity; therefore, deciding between the perspectives will involve broader considerations than those presented in their article. These considerations include expectations about which framework offers the better prospect for developing a unified scientific account of activity considered from both social and individual points of view, and which framework supports research that will inform discussions of educational practice more productively. The cognitive perspective takes the theory of individual cognition as its basis and builds toward a broader theory by incrementally developing analyses of additional components that are considered as contexts. The situative perspective takes the theory of social and ecological interaction as its basis and builds toward a more comprehensive theory by developing increasingly detailed analyses of information structures in the contents of people's interactions. While I believe that the situative framework is more promising, the best strategy for the field is for both perspectives to be developed energetically.
Von James G. Greeno im Text On Claims That Answer the Wrong Questions (1997)

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Personen
KB IB clear
H. Barrows, John Seely Brown, Allan Collins, P. Duguid, P. J. Feltovich, A. C. Kelson, Timothy D. Koschmann, Jean Lave, Kurt Lewin, Alan Newell, S. E. Newmann, A. H. Schoenfeld, R. Tamblyn, Etienne Wenger

Begriffe
KB IB clear
Kontextcontext, situated learning / situated cognitionsituated learning, Theorietheory
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Bücher
Jahr  Umschlag Titel Abrufe IBOBKBLB
1936Principles of Topological Psychology (Kurt Lewin) 2000
1980Problem-based learning (H. Barrows, R. Tamblyn) 10200
1985Mathematical Problem Solving (A. H. Schoenfeld) 2, 1, 3, 4, 2, 1, 1, 2, 5, 2, 3, 3913309
1989Knowing, Learning, and Instruction (L. B. Resnick) 4, 4, 5, 6, 1, 2, 5, 2, 9, 11, 14, 2111912211889
1990Unified Theories of Cognition (Alan Newell) 6200
1991Situated Learning (Jean Lave, Etienne Wenger) 4, 5, 9, 12, 3, 1, 5, 2, 9, 7, 12, 9139291208
1996CSCL (Timothy D. Koschmann) 8, 6, 10, 14, 2, 1, 8, 12, 7, 2, 9, 9985091176
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Texte
Jahr  Umschlag Titel Abrufe IBOBKBLB
1989 local secure Cognitive Apprenticeship (Allan Collins, John Seely Brown, S. E. Newmann) 5, 2, 7, 10, 2, 2, 2, 3, 8, 12, 19, 609611602881
1989 local secure web Situated Cognition and the Culture of Learning (John Seely Brown, Allan Collins, P. Duguid) 9, 2, 7, 10, 2, 3, 9, 8, 7, 5, 10, 9611191381
1996Computer-Supported Problem-Based Learning (Timothy D. Koschmann, A. C. Kelson, P. J. Feltovich, H. Barrows) 3100

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