Cognitive And Situated Learning Perspectives In Theory And Practice Pdf
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- Cognitive and Situated Learning Perspectives in Theory and Practice
- Situated learning
- Situated learning
This article or chapter is incomplete and its contents need further attention. Some information may be missing or may be wrong, spelling and grammar may have to be improved, use your judgment! Situated learning like socio-constructivism refers either to families of learning theories or pedagogic strategies.
Cognitive and Situated Learning Perspectives in Theory and Practice
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Teacher learning in second language teacher education: a socially-situated perspective. Karen E. Ao mesmo tempo que reconhecemos que o ensino. Full text available only in PDF format. The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher , v.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. The theory is distinguished from alternative views of learning which define learning as the acquisition of propositional knowledge. Situated learning was first proposed by Jean Lave and Etienne Wenger as a model of learning in a community of practice. At its simplest, situated learning is learning that takes place in the same context in which it is applied. For example, the workplace is considered as a discernible community of practice operating as a context wherein newcomers assimilate norms, behavior, values, relationships, and beliefs.
Situated cognition is a theory that posits that knowing is inseparable from doing  by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts. Under this assumption, which requires an epistemological shift from empiricism, situativity theorists suggest a model of knowledge and learning that requires thinking on the fly rather than the storage and retrieval of conceptual knowledge. In essence, cognition cannot be separated from the context. Instead knowing exists, in situ , inseparable from context, activity, people, culture, and language. Therefore, learning is seen in terms of an individual's increasingly effective performance across situations rather than in terms of an accumulation of knowledge, since what is known is co-determined by the agent and the context. This perspective rejects mind—body dualism , being conceptually similar to functional contextualism , and B.
Finally, we consider the potential contributions of the two perspectives to instructional practice by contrasting their differing formulations of the.
SLT is distinctive because it perceives learning to be a socially relational rather than a mentalist process. SLT places research attention upon knowledge production in situ and in the course of work practices rather than upon learning transmission in the classroom. This paper argues that SLT's emphasis on the social context of learning is problematic and ambiguous.
Situated learning theory commends a conceptualization of the process of learning that, in offering an alternative to cognitive theories, departs radically from the received body of knowledge on learning in organizations. The paper shows how elements of situated learning theory have been selectively adopted to fertilize or extend the established terrain of organizational learning. We commend a revitalization of situated learning theory in which learning practices are understood to be enabled and constrained by their embeddedness in relations of power; and, more specifically, by the unstable institutionalization of power relations within capitalist work organizations.
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