Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning

Abstract

INTRODUCTIONThis paper reviews recent research in the area of situated cognition, focusing on the domains of mathematics, science and technology. The key issue addressed here is the disjunction between classroom learning and cognition in practice. The notion of apprenticeship inside and outside the classroom, the potential scaffolding function of computer-based learning environments, the role of prior knowledge in learning, and the notion of a general thinking and problem-solving capability are also explored, and implications for pedagogy are considered.The first important implication for our understanding of knowledge construction and problem-solving processes comes from the previously established literature which characterises cognitive differences between novices and experts. This work indicates that predominantly through an interactive process of cognitive apprenticeship, experts spend years acquiring intuitive specialist knowledge and sophisticated mental models of their domain (e.g. Collins and Gentner, 1987). These models are influenced by the social and cultural context in which solving a problem takes place, including the physical structure, the purpose of the activity, the existence of collaborating partners and the social mileu in which the problem is embedded (Furnham, 1992). Rather than being an individual, purely experiential process, then, cultural transmission plays a major role in the construction of domain expertise. However, practical applications of expert/novice comparisons are somewhat limited. Since experts and novices do not normally share similar goals or constraints nor wish to carry out similar tasks, teaching novices what experts are assumed to know is not Downloaded by [University of Montana] at 19:15 03 April 2015 2 Sara Hennessy necessarily an optimal strategy. Direct comparison between expert problem solving and that of young novices in the form of schoolchildren is therefore unlikely to be illuminating. The previous tendencies of cognitive psychologists to characterise various forms of everyday knowledge as deficient by comparison with expert knowledge lack credibility in the light of recent research concerning the construction of informal knowledge. The latter is successfully used in a range of domains -by children and adults -to meet the demands of everyday problemsolving situations, without recourse to school-taught strategies. Expert problem solving is similar to this 'knowledge in action' in that practitioners rarely find it useful to draw upon knowledge or skills attained during schooling. This is because schooling does not really prepare pupils for later life or for problem solving in the workplace; it can be viewed as a unique culture, a specialised practice with its own conventions, organisations and concerns, which are in fact of little value to society outside. The consequent gap between schooling, and everyday practice by children, adult expert practitioners and 'just plain folks' (Lave, 1988), is now well-documented and is explored below. SITUATED COGNITION Learning a...

The Influences of Teacher Knowledge and Authentic Formative Assessment on Student Learning in Technology Education

“…The realisation that there are people out in the real world who actually require aids to help them do everyday tasks and that aids are actually made for these people had an impact on the solutions offered by the children. By making use of a deliberate social context (Hennessy, 1993) the activity became more relevant and meaningful as the children realised that anyone could become one-handed at any time and that people do actually design aids to help one-handed people. This highlights the need for recognition that technology is socially constructed and has huge consequences for quality of life for some people.…”

Reflecting on the development of a new school subject: The development of technology education in New Zealand

“…Therefore, time for teachers to engage in intellectual and professional conversation needs to be in-built, to create a mutually respectful, inquiring community. Underpinning ideas centre on learning as a situated-social knowledge construction process and an active process empowered via collaborative activity (Hennessy, 1993;Lave & Wenger, 1991).…”

Lise 12. Sınıf Öğrencilerinin Alkanlar Konusundaki Kavramsal Anlamalarına Bağlam Temelli Öğrenme Yaklaşımının Etkisi

“…However, it also refers to the use of current issue examples or real life situations which they familiarize themselves and creates a learning environment where students require knowledge (Ayvacı et al, 2013). The studies conducted have revealed that CBL approach is quite effective for students to understand chemistry concepts better and to improve positive attitudes towards chemistry (Bennett and Lubben, 2006;Bulte, Klaassen, Westbroek, Stolk, Prins, Genseberger, de Jong and Pilot, 2006;Dlamini and Lubben, 1996;Hennessy, 1993;Murphy, 1994;Ramsden, 1992;Sözbilir et al, 2007). Moreover, there are also findings which reveal that CBL promotes student motivation towards chemistry and it enables students to associate abstract subjects or concepts with the daily life situations and thus facilitates learning.…”

“…BTÖ yaklaşımı ilk olarak 1980'li yılların başında İngiltere'de York Üniversitesinde bir grup kimya eğitimcisi tarafından önerilmiştir (Ayvacı, Ültay ve Mert, 2013 (Demircioğlu, 2008). BTÖ yaklaşımının temel amacı, öğrenilecek kavramları günlük yaşamdan seçilmiş olaylar ile ilişkilendirerek (Ayvacı ve ark., 2013) öğrencilerin motivasyon ve derse karşı isteklerini artırmak (Bennett ve Lubben, 2006;Bulte, Klaassen, Westbroek, Stolk, Prins, Genseberger, de Jong ve Pilot, 2006;Dlamini ve Lubben, 1996;Hennessy, 1993;Murphy, 1994;Ramsden, 1992), fene karşı ilgilerini çekmek (Akpınar, 2009;Graber, Erdmann ve Schlieker, 2002;Hofstein ve Kesner, 2006;Kutu ve Sözbilir, 2011;King ve Ritchie, 2007;Sözbilir, Sadi, Kutu ve Yıldırım, 2007), günlük yaşam olayları ile fen bilimleri arasındaki ilişkinin farkına varmalarını sağlamak ve öğrencilerin bilimsel süreç becerilerini geliştirmektir (Barker ve Millar, 1999Demircioğlu, Dinç ve Çalık, 2013;Sözbilir ve ark., 2007;Potter ve Overton, 2006). BTÖ yaklaşımının uygulama stratejilerinden birisi olan REACT stratejisi Relating (ilişkilendirme), Experiencing (tecrübe etme), Applying (uygulama), Cooperating (iş birliği) ve Transferring (transfer etme) gibi beş temel ilkeden oluşan bir öğrenme stratejisidir.…”

“…Yapılan çalışmalarda BTÖ yaklaşımının en önemli aşaması, öğrenciler için uygun bağlamlar belirlenerek, bağlamla konunun ilişkilendirilmesinin olduğu aşamadır (Hennessy, 1993;Murphy, 1994). BTÖ, yeni öğrenilecek bilgilerle önceden sahip olunan bilgilerin ilişkilendirilmesi sürecinde öğrencinin aşina olduğu bağlamlar sunulmasını öngörmektedir (Ayvacı ve ark., 2013;Demircioğlu ve ark., 2013;Ültay, 2012).…”