The practice of learning

Lave, Jean

doi:10.1017/cbo9780511625510.002

Cited by 747 publications

(260 citation statements)

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“…Lave and Wenger [24,25,26,51] ask how new members are brought into knowledge communities, and how knowledge communities both transform and reproduce themselves. Theirs is a theory of situated learning that focuses on the person-in-theworld, as a member of a sociocultural community.…”

Section: Communities Of Practicementioning

confidence: 99%

Trust and epistemic communities in biodiversity data sharing

House

2002

Proceedings of the 2nd ACM/IEEE-CS Joint Conference on Digital Libraries

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Trust is a key element of knowledge work: what we know depends largely on others.This paper discusses the concepts of communities of practice and epistemic cultures, and their implication for design of digital libraries that support data sharing, with particular reference to practices of trust and credibility. It uses an empirical study of a biodiversity digital library of data from a variety of sources to illustrate implications digital library design and operation.It concludes that diversity and uncomfortable boundary areas typify, not only digital library user groups, but the design and operation of digital libraries.

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Section: Communities Of Practicementioning

confidence: 99%

Trust and epistemic communities in biodiversity data sharing

House

2002

Proceedings of the 2nd ACM/IEEE-CS Joint Conference on Digital Libraries

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“…If a cognition is situated, it is true that cognitive accomplishments are "not attributable to any individual" alone (Hutchins, 1993:35) and that "Knowledge" (with a capital K) should instead be attributed to the relations among various components of a personsociety-environment cognitive system (Lave, 1993). But, as Wertsch (1998), Kirschner and Whitson (1997) and others argue, situative perspectives should not succumb to social determinism either.…”

Section: Situated Cognitionmentioning

confidence: 99%

“…Theorists have also made some progress in describing the components of ecosocial systems. Lave (1993) and Wertsch (1998) propose a three-level account, in terms of (1) the person or "intramental" structures and processes, (2) the activity or "intermental" structures and processes that involve both tools and other participants in the cognitive task, and (3) the situation or socio-historical structures and processes. Engeström (1993) and Engeström and Cole (1997) offer a slightly different taxonomy of ecosocial systems' components, citing the subject, the object, the tools and the larger community.…”

Section: Situated Cognitionmentioning

confidence: 99%

“…Engeström (1993;Engeström & Cole, 1997), Lemke (1997) andWalkerdine (1997) argue that structures and processes from the collective social world play a more central role than most situated cognition theorists acknowledge. Lave (1993) claims that situated cognition theory can describe how both immediate situations and socio-historical contexts contribute to ecosocial systems. The case described in this article supports her claim, by describing how cognitively-functional interactional structure can emerge in particular situations, yet draw on institutional patterns of power and identity.…”

Section: Situated Cognitionmentioning

confidence: 99%

“…Lave (1993Lave ( , 1996 and others have argued that cognitive tasks in school do not differ in kind from "informal" or practical cognitive tasks. Even formal academic learning, Lave claims, depends on ecosocial systems that involve structures drawn from extra-mental tools and social practices.…”

Section: A Participant Examplementioning

confidence: 99%

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Interactionally situated cognition: a classroom example

Wortham

2001

Cognitive Science

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According to situated cognition theory, cognitive accomplishments rely in part on structures and processes outside the individual. This article argues that interactional structures -particularly those created through language use -can make essential contributions to situated cognition in rational academic discourse. Most cognitive accomplishments rely in part on language, and language in use always has both representational and interactional functions. The article analyzes one classroom conversation, in order to illustrate how the interactional functions of speech can facilitate the cognitive accomplishments speakers make through that speech. By showing how closely cognition and interaction can interrelate, the article both supports theories of situated cognition and shows how cognition in at least some educational contexts cannot be extricated from enduring social structures and the construction of social identity.

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Graphing: Cognitive ability or practice?

Roth

McGinn

1997

Sci. Ed.

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Traditional views conceive graphing as knowledge represented in students' minds. We show in our critique that such views lead to a common assessment problem of how to account for variations in performance across contexts and tasks, and a common attribution problem that locates difficulties in students' deficient cognitive apparatus. Grounded in recent research of scientists at work and everyday cognition, this article provides an alternative perspective that conceives of graphing as observable practices employed to achieve specific goals. This perspective highlights the nature of graphs as semiotic objects, rhetorical devices, and conscription devices. This shift in perspective dissolves problems with assessment and inappropriate attribution of student difficulties. The plausibility and fruitfulness of the new perspective is illustrated in three ways. First, we show that successes and failures of various graphing curricula become understandable in terms of the presence or absence of social dimensions of the practice. Second, we show how our perspective necessitates new assessment practices. Third, we show how our practice perspective on graphing led us to different learning environments and to new foci for conducting research in student‐centered open‐inquiry contexts. © 1997 John Wiley & Sons, Inc. Sci Ed 81:91–106, 1997.

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The practice of learning

Cited by 747 publications

References 0 publications

Trust and epistemic communities in biodiversity data sharing

Trust and epistemic communities in biodiversity data sharing

Interactionally situated cognition: a classroom example

Graphing: Cognitive ability or practice?

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