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Situated Cognition and the Culture of Learning
John Seely Brown and
Allan Collins
Institute for Research on Learning, 2550 Hanover Street, Palo Alto, California 94304.
Paul Duguid
BBN Inc, 10 Moulton Street, Cambridge, Massachusetts 02238
Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.
Educational Researcher, Vol. 18, No. 1,
32-42 (1989)
DOI: 10.3102/0013189X018001032
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20 - 22.
[PDF]
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A. Sfard
On Two Metaphors for Learning and the Dangers of Choosing Just One
Educational Researcher,
March 1, 1998;
27(2):
4 - 13.
[Abstract]
[PDF]
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J. P. Spillane
State Policy and the Non-Monolithic Nature of the Local School District: Organizational and Professional Considerations
American Educational Research Journal,
January 1, 1998;
35(1):
33 - 63.
[Abstract]
[PDF]
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W.-M. Roth and M. K. McGinn
Inscriptions: Toward a Theory of Representing as Social Practice
Review of Educational Research,
January 1, 1998;
68(1):
35 - 59.
[Abstract]
[PDF]
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J. G. Greeno
On Claims That Answer the Wrong Questions
Educational Researcher,
January 1, 1997;
26(1):
5 - 17.
[Abstract]
[PDF]
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J. P. Spillane and C. L. Thompson
Reconstructing Conceptions of Local Capacity: The Local Education Agency's Capacity for Ambitious Instructional Reform
Educational Evaluation and Policy Analysis,
January 1, 1997;
19(2):
185 - 203.
[Abstract]
[PDF]
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P. TUSS
From Student to Scientist: An Experiential Approach to Science Education
Science Communication,
June 1, 1996;
17(4):
443 - 481.
[Abstract]
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J. Hiebert, T. P Carpenter, E. Fennema, K. Fuson, P. Human, H. Murray, A. Olivier, and D. Wearne
Problem Solving as a Basis for Reform in Curriculum and Instruction: The Case of Mathematics
Educational Researcher,
May 1, 1996;
25(4):
12 - 21.
[Abstract]
[PDF]
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J. Hattie, J. Biggs, and N. Purdie
Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis
Review of Educational Research,
January 1, 1996;
66(2):
99 - 136.
[Abstract]
[PDF]
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R. S. Prawat
Misreading Dewey: Reform, Projects, and the Language Game
Educational Researcher,
October 1, 1995;
24(7):
13 - 22.
[Abstract]
[PDF]
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K. E. Metz
Reassessment of Developmental Constraints on Children's Science Instruction
Review of Educational Research,
January 1, 1995;
65(2):
93 - 127.
[Abstract]
[PDF]
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J. Garrison
Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism
American Educational Research Journal,
January 1, 1995;
32(4):
716 - 740.
[Abstract]
[PDF]
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S. Greene and J. M. Ackerman
Expanding the Constructivist Metaphor: A Rhetorical Perspective on Literacy Research and Practice
Review of Educational Research,
January 1, 1995;
65(4):
383 - 420.
[Abstract]
[PDF]
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R. Driver, H. Asoko, J. Leach, P. Scott, and E. Mortimer
Constructing Scientific Knowledge in the Classroom
Educational Researcher,
October 1, 1994;
23(7):
5 - 12.
[Abstract]
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P. Cobb
Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development
Educational Researcher,
October 1, 1994;
23(7):
13 - 20.
[Abstract]
[PDF]
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J. W. Rojewski and J. W. Schell
Cognitive Apprenticeship for Learners with Special Needs: An Alternate Framework for Teaching and Learning
Remedial and Special Education,
July 1, 1994;
15(4):
234 - 243.
[Abstract]
[PDF]
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