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Situated Cognition (Situated Learning)
Read full-text books and articles on:
Situated Cognition (Situated Learning)
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Situated Cognition: Social, Semiotic, and Psychological Perspectives
by David Kirshner, James A. Whitson. 323 pgs.
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Reconceiving Writing, Rethinking Writing Instruction ("Situated Learning" begins on p. 124)
by Joseph Petraglia. 272 pgs.
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Theoretical Foundations of Learning Environments (Chap. 3 "Situated Cognition in Theoretical and Practical Context")
by David H. Jonassen, Susan M. Land. 254 pgs.
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Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser ("Situated Learning as a Form of Instruction" begins on p. 11)
by Lauren B. Resnick. 516 pgs.
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Sponsored by the Association of Educational Communications and Technology (AECT), the second edition of this ground-breaking handbook updates and expands its review of the research, theory, issues, and methodology that constitute the field of educational communications and technology. Organized into seven sections, it profiles and integrates the following elements of this rapidly changing field: theoretical foundations, hard technologies, soft technologies, instructional design, instructional strategies, instructional message design, and research methodologies. All chapters have been updated, some extensively. New chapters include those on programmed instruction, everyday cognition and situated learning, ecological psychology, Internet-based learning, library media centers, foreign language labs, microworlds, automated instructional design, cognitive apprenticeship, case-based learning aids, and conversational analysis. All articles are organized around a numerical cross-referencing system that permits the construction of front-end databases, hypertexts, and summaries. This handbook is intended for graduate students, professors, instructional designers, and researchers in educational communication and technology.
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Situated Cognition and Cognitive Style: Effects on Students' Learning as Measured by Conventional Tests and Performance Assessments, in Journal of Experimental Education
by Marlynn M. Griffin, Bryan W. Griffin. 16 pgs.
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Situated Cognition versus Traditional Cognitive Theories of Learning, in Education
by Beverly J. Moore. 11 pgs.
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Art and Artifact of Children's Designing: A Situated Cognition Perspective, in Journal of the Learning Sciences
by Wolff-Michael Roth. 38 pgs.
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Communities of Practice: Connecting What We Know with What We Do, in Exceptional Children
by Virginia Buysse, Karen L. Sparkman, Patricia W. Wesley. 15 pgs.
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Local Applications of the Ecological Approach to Human-Machine Systems (Chap. 12A "Situated Cognition Approach to Problem Solving")
by Peter Hancock, John Flach, Jeff Caird, Kim Vicente. 470 pgs.
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Embracing Diversity in the Learning Sciences: Proceedings June 22-26, 2004, University of California Los Angeles, Santa Monica, CA ("Design-based Research Strategies for Studying Situated Learning and Knowledge Transfer in a Multi-user Virtual Environment" begins on p. 158)
by Yasmin B. Kafai, William A. Sandoval, Noel Enyedy, Alfhea Scott Nixon, Francisco Herrera. 661 pgs.
More than a decade has passed since the First International Conference of the Learning Sciences (ICLS) was held at Northwestern University in 1991. The conference has now become an established place for researchers to gather. The 2004 meeting is the first under the official sponsorship of the International Society of the Learning Sciences (ISLS). The theme of this conference is "Embracing Diversity in the Learning Sciences." As a field, the learning sciences have always drawn from a diverse set of disciplines to study learning in an array of settings. Psychology, cognitive science, anthropology, and artificial intelligence have all contributed to the development of methodologies to study learning in schools, museums, and organizations. As the field grows, however, it increasingly recognizes the challenges to studying and changing learning environments across levels in complex social systems. This demands attention to new kinds of diversity in who, what, and how we study; and to the issues raised to develop coherent accounts of how learning occurs. Ranging from schools to families, and across all levels of formal schooling from pre-school through higher education, this ideology can be supported in a multitude of social contexts. The papers in these conference proceedings respond to the call.
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Vygotsky and Pedagogy (Chap. 3 "Current Approaches to Sociocultural and Activity Theory")
by Harry Daniels. 198 pgs.
The theories of Vygotsky are central to any serious discussion of children's learning processes. Vygotsky argues that children do not develop in isolation, rather learning takes place when the child is interacting with their social environment. It is the responsibility of the teacher to establish an interactive instructional situation in the classroom, where the child is an active learner and the teacher uses their knowledge to guide learning. This has many implications for those in the educational field. This book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original writing has been extended and identifies areas for future development. The author considers how these developments are creating new and important possibilities for the practices of teaching and learning in school and beyond, and illustrates how Vygotskian theory can be applied in the classroom. The book is intended for students and academics in education and the social sciences. It will be of interest to all those who wish to develop an analysis of pedagogic practice within and beyond the field of education.
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Situated Cognition (Situated Learning) - Related Topics
- Cognitive Psychology
- Psychology of Learning
- Human Cognition
- Cognition in Children
- Cognitive Styles
- Learning Theory
- Active Learning
- Associative Learning (Conditioning)
- Cognitive Learning
- Cooperative Learning
- Experiential Learning
- Mastery Learning
- Peer Learning
- Problem-Based Learning
- Self-Regulated Learning
- Verbal Learning
- Connectionism
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Related Topics
- Cognitive Psychology
- Psychology of Learning
- Human Cognition
- Cognition in Children
- Cognitive Styles
- Learning Theory
- Active Learning
- Associative Learning (Conditioning)
- Cognitive Learning
- Cooperative Learning
- Experiential Learning
- Mastery Learning
- Peer Learning
- Problem-Based Learning
- Self-Regulated Learning
- Verbal Learning
- Connectionism
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