Obstacles to Understanding Cognition As Situated

Kirshner, David; Whitson, James Anthony

doi:10.3102/0013189x027008022

Cited by 56 publications

(24 citation statements)

References 18 publications

(29 reference statements)

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“…Situativity as a theoretical perspective, in part, can be said to have sprung from two separate foundations, which has implications for the design of intentional learning environments (Barab & Duffy, 2000;Kirshner & Whitson, 1998). First, there are those that have anthropological roots and which have risen from research on contexts of daily living and working (Engestrom, 1993;Hutchins, 1993;Lave, 1988;Lave, 1993;Lave & Wenger, 1991;Rogoff & Lave, 1984).…”

Section: Coming To Terms With Authenticitymentioning

confidence: 96%

A co-evolutionary model for supporting the emergence of authenticity

Barab

Squire

Dueber

2000

ETR&D

199

112

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Section: Coming To Terms With Authenticitymentioning

confidence: 96%

A co-evolutionary model for supporting the emergence of authenticity

Barab

Squire

Dueber

2000

ETR&D

199

112

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“…A situated perspective assumes that learning involves the active engagement of individuals with their environment (Rovengo, 1999;Rovegno & Kirk, 1995). Rather than merely receiving information transmitted from another source and internalizing that information, as some versions of a cognitive perspective would suggest, individuals actively appropriate information (Kirshner & Whitson, 1998). In so doing, they adapt new knowledge in order to fit it to what they already know (Prawat, 1999).…”

Section: A Situated Learning Perspectivementioning

confidence: 99%

Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model

Kirk

MacPhail

2002

Journal of Teaching in Physical Education

303

219

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Bunker and Thorpe first proposed Teaching Games for Understanding (TGfU) in 1982 as an alternative to traditional, technique-led approaches to games teaching and learning. Despite interest from teachers and researchers, there has been no attempt to review the TGfU model. This is an oversight, given the important advances in educational learning theory and ecological approaches to motor control since the early 1980s. The purpose of this paper is to present a new version of the TGfU model that draws on a situated learning perspective. The paper describes the TGfU approach, overviews recent research on TGfU, and outlines a situated learning perspective. This perspective is then applied to rethinking the TGfU model. The intended outcome of the paper is the provision a more robust and sophisticated version of the TGfU model that can inform future directions in the practice of and research on TGfU.

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“…The meaning of concepts derives from the totality of propositions linked to any given concept, plus emotional connotations associated with these concepts, derivative in part from the experiences, and context of learning during which the concepts were acquired. This complex of meanings and feelings leads to learning that is to a greater or lesser extent constratined by the context in which it occurs, sometimes referred to as situated learning (Kirshner & Whitson, 1998). Vygotsky (1962) suggested that construction of new meanings takes place in a "zone of proximal development," or that area of cognitive structure that is prepared to accept new or altered ideas.…”

Section: The Construction Of Concept/propositional Frameworkmentioning

confidence: 99%

Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

2002

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The construction and reconstruction of meanings by learners requires that they actively seek to integrate new knowledge with knowledge already in their cognitive structure. Ausubel's assimilation theory of cognitive learning has been shown to be effective in guiding research and instructional design to facilitate meaningful learning (Ausubel, The psychology of meaningful verbal learning, New York: Grune and Stratton, 1963; Educational psychology: A cognitive view, New York: Holt, Rinehart and Winston, 1968; The acquisition and retention of knowledge, Dordrecht: Kluwer, 2000). Gowin's Vee heuristic has been employed effectively to aid teachers and students in understanding the constructed nature of knowledge (Gowin, Educating, Ithaca, NY: Cornell University Press, 1981). “Situated learning” occurs when learning is by rote or at a lower level of meaningful learning. Concept mapping has been used effectively to aid meaningful learning with resulting modification of student's knowledge structures. When these knowledge structures are limited or faulty in some way, they may be referred to as Limited or Inappropriate Propositional Hierarchies (LIPH's). Conceptual change, or more accurately conceptual reconstrution, requires meaningful learning to modify LIPH's. Collaborative group learning facilitates meaningful learning and new knowledge construction. World‐wide economic changes are forcing major changes in business and industry placing a premium on the power and value of knowledge and new knowledge production. These changes require changes in school and university education that centers on the nature and power of meaningful learning. New computer tools are available to facilitate teaching activities targeted at modifying LIPH's, and aiding meaningful learning in general. © 2002 Wiley Periodicals, Inc. Sci Ed 86:548–571, 2002; Published online in Wiley Interscience (www.interscience.wiley.com). DOI 10.1002/sce.10032

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Obstacles to Understanding Cognition As Situated

Cited by 56 publications

References 18 publications

A co-evolutionary model for supporting the emergence of authenticity

A co-evolutionary model for supporting the emergence of authenticity

Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model

Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

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