Cognitive and Situated Learning Perspectives in Theory and Practice
Bibliographic Data
| ID | 5774503 |
|---|---|
| Authors | Paul Cobb (0000-0003-4014-2970, The Department of Teaching and Learning at Peabody College at Vanderbilt University, Nashville, TN 37203. His specialty is mathematics education), Janet Bowers (0000-0003-1141-2732, The Center for Research in Mathematics and Science Education at San Diego State University, 6475 Alvarado Road, Suite 206, San Diego, CA 92120. She specializes in mathematics education) |
| Year | 1999 |
| Volume | 28 |
| Issue | 2 |
| Pages | 4-15 |
| Publication date | 1999-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x028002004 |
| OpenAlex | W2127016660 |
| Language | EN |
| Citations received | 151 |
| References cited | 44 |
In their recent exchange, Anderson, Reder, and Simon (1996 Anderson, Reder, and Simon (1997) and Greeno (1997) frame the conflicts between cognitive theory and situated learning theory in terms of issues that are primarily of interest to educational psychologists. We attempt to broaden the debate by approaching this discussion of perspectives against the background of our concerns as educators who engage in classroom-based research and instructional design in collaboration with teachers. We first delineate the underlying differences between the two perspectives by distinguishing their central organizing metaphors. We then argue that the contrast between the two perspectives cannot be reduced to that of choosing between the individual and the social collective as the primary unit of analysis. Against this background, we compare the situated viewpoint we find useful in our work with the cognitive approach advocated by Anderson et al. by focusing on their treatments of meaning and instructional goals. Finally, we consider the potential contributions of the two perspectives to instructional practice by contrasting their differing formulations of the relationship between theory and practice
Cognition · Cognitive science · Educational research · Epistemology · Frame (networking · Learning theory · Meaning (existential · Pedagogy · Situated · Situated cognition · Situated learning · Sociology · Artificial Intelligence · Computer Science · Educational and Psychological Assessments · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Neuroscience, Education and Cognitive Function · Psychology
Towards an Architecture of Self-reliance
Et l’architecture des savoirs
Situated cognition and learning
The Impact of Participatory Learning on Attitude
Knowledge acquisition or participation in communities of practice? Academics' metaphors of teaching and learning at the university
A Framework for Teaching
Learning and Pedagogy in Initial Teacher Preparation
Educational/Psychological Intervention Research Circa 2012
Thinking as Communicating
Understanding Learning Culturally
Situated learning in science education
Critical thinking as a citizenship competence
Conceptualizing Teacher Professional Learning
Activités dissimulée et publique d'un élève décrocheur en mathématiques
Merging Science Education and Public Health Perspectives in Curriculum Development and Implementation to Support Relevant Science Instruction
Systematicity of Language and Mathematics in Language Learning Faculty
Professional learning communities at a primary and secondary school network in India
Enfoque STEAM en la educación superior colombiana frente a la cuarta revolución
A Critical Examination of Turkish Language Teaching Curriculum From an Interactionist Perspective
Synthetic biology education and pedagogy
From a niche to the norm
Characterizing inquiry-based science classroom learning environments—generative or replicative—using teachers’ epistemic orientations
Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts
Culturally Sustaining Practices for Middle Level Mathematics Teachers
Transformative Metaverse Pedagogy for Intangible Heritage
Experiences of teaching and learning in K-12 physical education during Covid-19
Examining dyadic conceptual elaboration regarding different group compositions in online asynchronous discussion
Interpersonal, intrapersonal, and cognitive tactics
The potential of human-machine collaborative learning in educational virtual environments for knowledge retention in science learners
A systematic review of UAV applications to education
Developing a conceptual model for students’ scientific civic engagement self-concept
Exploring the impact of disciplinary context on students’ dynamic transfer of learning when addressing problems that apply the first law of thermodynamics
Cultural context and the development of students’ naïve and scientific knowledge
Limits of the Naturalization of Learning
The relationship between digital readiness and college students’ learning outcomes
How work-integrated learning shapes students’ professional identity
Middle leadership for teacher learning in China
Thematic and Temporal Patterns in Mathematics Teacher Educator Research
The first 5 years of teaching science
Enhancing Japanese as a Foreign Language learners' oral performance with digital content creation
Learning in parking lots
Socially Responsible Engineering Education Through Assistive Robotics Projects
Research Proposal for the Application of Critical Discourse Analysis to the Study of Learning Cultures
Two metaphors for learning revisited
Contrasting concepts of learning and contrasting research methodologies
Re‐theorising the student dialogically across and between boundaries of multiple communities
Coach Professional Development in the Urban Emergent Context
Supporting the Initiation and Early Development of Evidence-Based Grade-Level Collaboration in Urban Elementary Schools
"Seeing" Teacher Learning
Collaborative philosophical enquiry for school children
Consequential Transitions
Teachers' Emotions and Teaching
Criteria for the Quality of Inquiry
The Alchemy of the Mathematics Curriculum
Research Use as Learning
La construction du style d’apprentissage
La compétence à l’école pensée à partir de la perspective située de l’apprentissage
Interroger la pratique du portfolio en situation scolaire dans une perspective « située » de l’apprentissage
Situated learning theory and the pedagogy of teacher education
District Central Offices as Learning Organizations
Associations of teacher characteristics with preschool suspensions and expulsions
Adaptive Assistance for Learning Improvement Efforts
Empowering or disempowering the international Ph.D. student? Constructions of the dependent and independent learner
Sociocultural and Constructivist Theories of Learning
Assessment of a Culturally-Tailored Sexual Health Education Program for African American Youth
A Time for Change
The C-Piece Framework
A Design-Based Research Study of Staff-Facilitated Family Learning at Interactive Math Exhibits
Investigating student engagement in computer-supported inquiry
Imagined Communities and Educational Possibilities
Sport and exercise pedagogy and questions about learning
Communicating aims and learning goals in physical education
Adolescent girls’ physical activity, fitness and psychological well-being during a health club physical education approach
What did they learn in school today? A method for exploring aspects of learning in physical education
Empowering students as change agents to reduce vehicle idling and promote pro-environmental attitudes and behaviours
Researching on and with young people
Understanding teacher learning in secondary education
Elaborating a model of teacher professional growth
Co-constructing efficacy
Developing fundamental principles for teacher education programs and practices
Metaphors as blueprints of thinking about teaching and learning
Reflection as situated practice
Teacher educators and student-directed learning
A dialogical approach to conceptualizing teacher identity
Mastering as an Inferentialist Alternative to the Acquisition and Participation Metaphors for Learning
Tracing interpersonal emotion regulation, behavioural emotion regulation strategies, hopelessness and vocabulary retention within Bing vs. ChatGPT environments
Models of Innovative Knowledge Communities and Three Metaphors of Learning
The Welfare to Work Transition in the United States
Education and the economy
Professional Development and Teacher Learning
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Theme Issue
Triggering Change
Designing Effective Internships
Learning Interdisciplinarity
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
Foreword by William F. Hanks
The Problem of Social Reality
Human Agency and Language
Information, Mechanism and Meaning
Sociocultural Studies of Mind
Cognition in the Wild
Genetic Epistemology
Sociomathematical Norms, Argumentation, and Autonomy in Mathematics
Observing sociocultural activity on three planes
With an Eye on the Mathematical Horizon
Reconstructing Mathematics Pedagogy from a Constructivist Perspective
Sociomathematical Norms, Argumentation, and Autonomy in Mathematics
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
The Body in the Mind
Activity as a mediator of sociocultural change and individual development
Situative Versus Cognitive Perspectives
Situated Learning and Education
On Claims That Answer the Wrong Questions
When the Problem Is Not the Question and the Solution Is Not the Answer
Cognition in Practice
Problem Solving as a Basis for Reform in Curriculum and Instruction
On Two Metaphors for Learning and the Dangers of Choosing Just One
Intentionality
The Relationship Between Theory and Practice
The Handbook of Research on Teaching
Genetic Epistemology
Situated Learning
| Unique citing works | 96 |
|---|---|
| Citations per year | 5,59 |
| Citation span | 1999 - 2026 (28) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 143 |