Situated Cognition: A Strong Hypothesis

Stucky, Susan U.

doi:10.1007/978-3-642-77575-8_4

Cited by 6 publications

(2 citation statements)

References 4 publications

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“…From a Vygotskian () perspective, the processes of monitoring and motivating oneself cannot be understood apart from the environment in which it appears. Here, the environment is understood in an encompassing way so that it includes the physical environment, the historical and the cultural surroundings, as well as the more internal aspects of the learner's prior beliefs relevant to that moment (Stuckey, ). Although the first stage of SRL (before learning) has a focus on the regulatory processes of the self, the second stage of self‐regulation (the performance phase, i.e., what happens during the learning act) highlights the interaction of the individual and the environment.…”

Section: Resultsmentioning

confidence: 99%

Using ‘voice’ to understand what college students with intellectual disabilities say about the teaching and learning process

Kubiak

2015

Research in Spec Educ Needs

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There is a growing awareness of the value of using pupils’ voices in educational research. At primary and second level, the principle of pupil voice has gained in profile over the last decade. However, in higher education, the use of voice in research collaborations remains under‐theorised and under‐utilised. This paper reports on an inclusive phenomenographic study undertaken with college students with intellectual disabilities (ID). It outlines how pupil voice can be used to gain a deeper understanding of the teaching and learning process. The strategies that promoted learner engagement and autonomy include establishing a supportive learning climate or environment, and promoting self‐regulated learning strategies. These findings suggest that the use of pupil voice is fundamental to changing the way teachers think about students with ID and their learning.

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Section: Resultsmentioning

confidence: 99%

Using ‘voice’ to understand what college students with intellectual disabilities say about the teaching and learning process

Kubiak

2015

Research in Spec Educ Needs

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“…In the science classroom (just as in any other social situation), students and teachers may use the same language. But unless they are attending to and are perceptually attuned to the same things in the same way, there is a vast amount of room for misunderstanding that may or may not ever be detected; or teachers and students may perceive the same things, but attend to them in different ways (Roth & Bowen, 1993;Stuckey, 1990). Thus, a crucial aspect in teaching physics is that students and teacher focus on, and are attuned to, the same thing in the same way.…”

Section: Discussionmentioning

confidence: 99%

Affordances of computers in teacher‐student interactions: The case of interactive physics™

Roth

1995

J Res Sci Teach

101

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The study reported here is part of a larger project designed to understand student learning during conversations with their teacher over and about a computer‐based Newtonian microworld (Interactive Physics™). At the focus of this report are affordances of the microworld to a teacher who engaged his students in conversations about representations of phenomenal objects and conceptual entities that constitute the microworld. The study shows how the teacher used the context of Interactive Physics™ to identify students' ways of seeing and talking science. He then implemented a series of strategies to make forces “visible” to students. Data are provided to illustrate that students' learning was not local but persistent, so that they used appropriate canonical science talk without teacher support. The conclusion focuses on Interactive Physics™ as a tool that does not embed meaning as such, but takes on meaning as part of the specific (scientific) practices in the context of which it was used. This view of science as a discourse helps us to see scientific literacy not as the acquisition of specific facts and procedures or even as the refinement of a mental model, but as a socially and culturally produced way to thinking and knowing, with its own ways of talking, reasoning, and acting; its own norms, beliefs, and values; its own institutions; its shared history; and even its shared mythologies (Roseberry, Warren, & Conant, 1992, p. 65).

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Why may students fail to learn from demonstrations? A social practice perspective on learning in physics

Roth

McRobbie

Lucas

et al. 1997

J. Res. Sci. Teach.

114

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This study was designed to find out why students may fail to learn from teacher demonstrations. In the context of an interpretive study in an Australian senior-year physics course, data were collected to understand the constraints that mediated learning about rotational motion. Over a period of 6 weeks, we gathered observational data, videotapes of classroom transactions, interviews with students and the teacher, and students' notebooks. Our analysis revealed six dimensions that may have prevented students from learning what the teacher had intended. These dimensions included (a) students' lack of a theoretical framework to separate signals-the phenomena-from noise, (b) interference of discourses learned in other contexts of the physics course, (c) interference from other demonstrations and images that had some surface resemblance, (d) students' problems in piecing together coherent representational frameworks from the information given, (e) low salience of knowledge related to demonstrations on tests, and (f) lack of opportunities for students to test their descriptions and explanations. A set of recommendations is presented designed to facilitate teachers in changing their perspective on demonstrations and their associated practices for improving student learning. The recommendations are embedded in a framework that allows teacher reflection and action research.

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Situated Cognition: A Strong Hypothesis

Cited by 6 publications

References 4 publications

Using ‘voice’ to understand what college students with intellectual disabilities say about the teaching and learning process

Using ‘voice’ to understand what college students with intellectual disabilities say about the teaching and learning process

Affordances of computers in teacher‐student interactions: The case of interactive physics™

Why may students fail to learn from demonstrations? A social practice perspective on learning in physics

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