“Real‐World Cognition Doesn't End When the Bell Rings”: Literacy Instruction Strategies Derived From Situated Cognition Research

Abstract

This article discusses situated cognition research and its impact on literacy studies concepts and instruction. It provides a brief historical comparison of cognitive psychology and situated cognition and emphasizes the importance of understanding the complex relationships that exist between learners, the settings in which they engage in cognitive activities, and the reconceptualization of time and its usage. Two classroom strategies derived from the work of Jean Lave and Sylvia Scribner are discussed in depth, as are the lives of students who benefited from these approaches. The author emphasizes the need for cognitive activities that begin in the classroom to continue after the class has ended and encourages educators and researchers to further examine the nature of adaptive thinking and working intelligence. Instead of teacher training courses placing emphasis on teachers' mastery of “closure” of the 40‐minute lesson, courses should encourage teachers to allow their students to engage in problem‐solving opportunities that will persist after instruction has ended. Finally, the article asserts that processes of deriving meaning from reading and writing require components of positive affect in order to be successful and that further studies are needed to explore the nature of adaptive thinking and working intelligence.

Exploring the Technical Expression of Academic Knowledge: The Science-in-CTE Pilot Study

“…Situated cognition is a complex interplay between physical and social context, authenticity of experience, and personal construction of knowledge (Darvin, 2006;Hendricks, 2001). …”

A Review of Literacy Interventions for Adults With Extensive Needs for Supports

“…Rachal () noted that “adult education, even more so than childhood and adolescent education, has a direct and symbolic relationship with the environment in which it occurs” (p. 3). Darvin () suggested that it is critical when working with older learners who are reluctant readers and writers to situate instruction within authentic contexts that the learner chooses. Thus, it seems particularly important that adults with extensive support needs should receive literacy instruction that is clearly linked to their interests and everyday lives.…”

“…Instruction for adults must consider their typically pragmatic, problem‐centered orientation to learning (Darvin, ). Motivation, self‐direction, and task/learning organization all seem to play important roles in the experiences of most adult learners, depending on the context and the individual's background and learning characteristics (Merriam, ).…”

Studying thought processes of online peer tutors through stimulated-recall interviews

“…A number of researchers acknowledge that online facilitation behavior is generated by a cognitive activity at the same time that it generates this activity (Darvin, 2006). This point of view stresses the impact of both cognitive activity and context variables on online facilitation behavior, and therefore, the situated nature of online facilitation (Darvin, 2006;Lave & Wenger, 1991).…”

“…This point of view stresses the impact of both cognitive activity and context variables on online facilitation behavior, and therefore, the situated nature of online facilitation (Darvin, 2006;Lave & Wenger, 1991). Within the broad area of research on peer tutoring little empirical evidence is found in view of gaining insight into tutors" cognitive activity when facilitating younger peers" collaborative learning.…”