Individual and Social Aspects of Learning

Salomon, Gavriel; Perkins, David N.

doi:10.2307/1167286

Cited by 356 publications

(346 citation statements)

References 40 publications

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“…The participation metaphor is often used to characterize this conception of 'learning'. (Salomon & Perkins, 1998;Sfard, 1998).…”

Section: Redefining Critical Thinkingmentioning

confidence: 99%

“…Cooperative procedures are considered to be highly valuable and 'social' instruction techniques such as discussion, student-led work groups, role playing and 'fish bowling' are frequently used. The social character of learning in these studies, however, can be described as 'socially mediated individual learning' (Salomon & Perkins, 1998). The social aspect of learning lies in the techniques and procedures that are used (working together, discussing, etc.).…”

Section: Redefining Critical Thinkingmentioning

confidence: 99%

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Critical thinking as a citizenship competence: teaching strategies

Dam

Volman

2004

Learning and Instruction

356

133

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General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. AbstractThis article is about enhancing critical thinking as a crucial aspect of the competence citizens need to participate in society. First empirical research into the question which instructional strategies are 'effective' in enhancing critical thinking is reviewed. Characteristics of instruction that are assumed to enhance critical thinking are: paying attention to the development of the epistemological beliefs of students; promoting active learning; a problem-based curriculum; stimulating interaction between students; and learning on the basis of real-life situations. Research has failed to prove the effectiveness of programs especially devised to improve critical thinking (higher-order) skills. In the second part of this article, the various proposals for instructional formats for critical thinking are discussed from a social constructivist point of view. Learning to think critically is conceptualized as the acquisition of the competence to participate critically in the communities and social practices of which a person is a member. If education is to further the critical competence of students, it must provide them with the opportunity at the level of the classroom and the school to observe, imitate and practice critical agency and to reflect upon it. Learning contexts must be chosen which students can make sense of and in which they can develop a feeling of responsibility for the quality of the practice in question.

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“…The participation metaphor is often used to characterize this conception of 'learning'. (Salomon & Perkins, 1998;Sfard, 1998).…”

Section: Redefining Critical Thinkingmentioning

confidence: 99%

Section: Redefining Critical Thinkingmentioning

confidence: 99%

Critical thinking as a citizenship competence: teaching strategies

Dam

Volman

2004

Learning and Instruction

356

133

View full text Add to dashboard Cite

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“…This may be, on one hand, related to the support of collaborative teaching and differences in the concepts of collaborative and individual learning outcomes (cf. Hertz-Lazarowitz et al, 1992;Salomon & Perkins, 1998). The category of empirical evidence may function as an example.…”

Section: Discussion Of Studymentioning

confidence: 99%

“…Anderson, Reder & Simon, 1996;Greeno, 1997;Hertz-Lazarowitz, Kirkus & Miller, 1992;Salomon & Perkins, 1998;Slavin, 1995;Webb, 1989). These involve the degree to which individual knowledge assessment can evaluate effects of collaborative knowledge construction and the degree to which a group assessment can provide indications about individuals' learning progress.…”

Section: Collaborative Learningmentioning

confidence: 99%

Supporting Collaborative Learning in Videoconferencing Using Collaboration Scripts and Content Schemes

Ertl

Kopp

Mandl

2007

Scripting Computer-Supported Collaborative Learning

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Studies have shown that videoconferences are an effective medium for facilitating communication between parties who are separated by distance. Furthermore, studies reveal that videoconferences are effective when used for distance learning, particularly due to their ability to facilitate complex collaborative learning tasks. However, as in face-to-face communication, learners benefit when they receive additional support for such learning tasks. This article provides an overview of two empirical studies to illustrate more general insights regarding some effective and less effective ways to support collaborative learning with videoconferencing. The focus is on content schemes as content-specific support and task-specific support as collaboration scripts.Based on the results of the two studies, conclusions can be drawn about support measures that promote learning. Conclusions can also be reached about the need for employing both content schemes and collaboration scripts to provide learners with the most benefit.

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“…Many have recently argued that these two insights should lead us to a fundamentally different approach to studying cognition (Greeno, 1997;Hutchins, 1995;Looren de Jong, 1997;Salomon & Perkins, 1998). Looren de Jong distinguishes between a "Cartesian" psychology that posits an individual mind separate from and representing the world and a "naturalistic" psychology that sees the mind as embedded in the environment.…”

Section: Situated Cognitionmentioning

confidence: 99%

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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Individual and Social Aspects of Learning

Cited by 356 publications

References 40 publications

Critical thinking as a citizenship competence: teaching strategies

Critical thinking as a citizenship competence: teaching strategies

Supporting Collaborative Learning in Videoconferencing Using Collaboration Scripts and Content Schemes

Interactionally situated cognition: a classroom example

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