Situated cognition

Roth, Wolff‐Michael; Jornet, Alfredo

doi:10.1002/wcs.1242

Cited by 108 publications

(67 citation statements)

References 94 publications

(117 reference statements)

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“…Its components are inseparably linked to the interaction and situation it was created in. In this article, therefore, situated knowledge is defined as cognition that arises from and is connected to the interactions the material body of an agent entertains with its physical environment (Roth & Jornet, 2013). Physical environments, or workplace situations, often demand immediate, quick or intuitive actions by the teacher.…”

Section: Situated Knowledgementioning

confidence: 99%

Visualising the Development of a Teacher-In-Training into a Beginning Expert

Geerts¹,

Steenbeek²,

Geert³

2017

IES

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Teachers use situated knowledge to deal with the complex and diffuse educational contexts they operate in. To be able to take deliberated action, based on the situated knowledge, reflection is necessary during the teacher training. Video cases with common, real world situations are suitable for reflection because of their holistic and diffuse character. Reflection concerns learning experiences with increasing complexity: single-loop (reflecting on a current action), double-loop (reflecting to gain new insights) and triple-loop (reflecting in order to adjust individual identity) learning. The knowledge gained from loop learning is of a situated nature. The current article operationalizes situated knowledge as educational purposes and design patterns; educational purposes determine which course of action (design pattern), is the best option. Using this distinction, we investigate whether the reflection done by fourth-year teachers in training corresponds to what can be expected of a starting expert, namely, reflection on all three levels. The results indicate that three out of four teachers in training can be characterized as starting experts, based on their responses to a video case. They experience learning on all three loop levels, and these experiences contribute to a variety of educational purposes and design patterns. It is the teacher trainers' challenge to have their students reflects using video cases, so they can use loop-learning to build their situated knowledge. This knowledge will allow them to adequately respond to the complex and diffuse situations in their educational practice.

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Section: Situated Knowledgementioning

confidence: 99%

Visualising the Development of a Teacher-In-Training into a Beginning Expert

Geerts¹,

Steenbeek²,

Geert³

2017

IES

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“…To get at an irreducible social phenomenon sui generis, we follow the recommendation to take a minimum analytic unit that is social rather than individual in nature (Durkheim 1919). This means that our categories have to include all aspects of the situation at once, human beings and their material and social environment, that is, the physical practice, intellectual, and affective moments of the human life form (Dewey 2008;Vygotskij 2001) in the ways these have shown to be relevant to STEM education (e.g., Roth and Jornet 2013a).…”

Section: Theory and Praxis Of Analysismentioning

confidence: 99%

The emerging and emergent present: a view on the indeterminate nature of mathematics lessons

Roth

Maheux

2014

Math Ed Res J

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The notion of emergence has considerable currency in mathematics education. However, the notion tends to be used in a descriptive way rather than being theorized and developed as a phenomenon sui generis. The purpose of this article is to contribute to building a theory of emergence. After providing an exemplifying description and analysis of an episode from a second-grade mathematics classroom studying three-dimensional geometry, we discuss implications for theoretical and classroom praxis in mathematics education, especially for the curriculum planning and the preparation, training, and enhancement of teachers of mathematics.Keywords Emergence . Indeterminacy . Witness . Intention . Intuition . Excess . SocialityWithout emergence there are no distinguishable events thanks to which time emerges. (Mead 1932, p. 49) Th[e] present is the scene of that emergence which gives always new heavens and a new earth, and its sociality is the very structure of our minds. (Mead 1932, p. 90) Mathematical lesson plans and assessment that evaluates classroom events in terms of what the lesson plans have stated presuppose the idea that whatever is contained in the planned curriculum specifies, more or less accurately, what will actually happen in a lesson. Such presuppositions, however, contradict empirical findings showing that even the most highly trained professionals (e.g., engineers and scientists) cannot with any certainty anticipate their own always contingent, practical actions, which leads to the fact that there is a permanent gulf between plans and situated actions (Roth 2009;Suchman 2007). In mathematics education, this is viewed, for example, as a conceptual shift away from mathematics as content, where the notion of mathematics placed in the container of curriculum dominates, Math Ed Res J (2014) 26:325-352

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“…A Cognição Situada baseia-se nas seguintes premissas, segundo Roth e Jornet [6] Um dos aspectos da Cognição Situada é o da "embodied cognition" (ou "corporaficada", isto é, o conceito pelo qual o conhecimento se dá também através da corporalidade do agente do conhecimento. Não basta perceber e imaginar: é necessário sentir o mundo através de nossos filtros perceptuais, e mover-se nele faz parte da experiência do saber.…”

Section: Cognição Situada E Enacçãounclassified

“…Em outras palavras, leva em conta a enacção humana e como ela é usada para interações físicas. Não só o intelecto e a dimensão cognitiva, mas a dimensão motora e de expressão emocional é levada em conta na Cognição Situada, segundo Roth e Jornet [6]:…”

Section: Cognição Situada E Enacçãounclassified

Interfaces tangíveis e simuladores de veículos: avaliação do honda riding trainer

Reis

Gonçalves

2014

DeT

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Resumo INTRODUÇÃOO histórico de simuladores desenvolvidos para as mais diferentes aplicações educacionais é vasto, intensificando-se a partir da II Guerra, com destaque para simuladores militares para condução de veículos, segundo Baldwin e Ford [1]. Tais artefatos objetivam a promoção de aprendizagem por meio da imitação de situações-problema, que podem ser vistas como reconstituições aproximadas de experiências que proporcionam ensaios e treinamentos.Na simulação o usuário é exposto a uma série de condições programadas a partir de um modelo e tem a oportunidade de agir de tal forma que pode adquirir habilidades transferíveis para condições reais, segundo Vincenzi [2].A experiência do usuário (ou UX, de "User eXperience"), em um simulador é determinada por diversos fatores. A UX consiste em algo além da usabilidade, perfazendo dimensões como satisfação emocional e atitude do usuário diante do produto, antes durante e depois do uso, segundo Cardoso [3]. A UX em simuladores é afetada por exemplo pela interface do artefato. Interfaces afetam a experiência do usuário podendo por exemplo promover maior ou menor usabilidade e, em decorrência disso, diferentes níveis de aprendizagem.Interfaces não se resumem a estimulação audiovisual, mas também envolvem, graças a novas tecnologias de captura de movimento, a corporalidade integral do usuário. Enfatizando a relação entre interfaces que captam movimentos corporais e a aprendizagem via simuladores, o presente estudo explora a forma pelas quais comandos corporais (tais como movimento, gestos e a coordenação motora) em interfaces afeta a experiência do usuário, e com isso a aprendizagem deste em simuladores educativos.Entender melhor de interfaces tangíveis permitirá avanços em diversas áreas de aplicação desse tipo de interação humano-máquina. Nesse contexto, este artigo trata de uma delas: desenvolvimento de simuladores de motocicleta. Esses artefatos usam interfaces tangíveis a medida que fazem uso dos movimentos do usuário efetuando comandos em objetos físicos para desempenhar funções em um cenário virtual de simulação. Tal tipo de interação gera novos desafios em termos de design dos simuladores no que tange o planejamento e avaliação de sua interface.A pesquisa relatada neste artigo baseia-se em uma con-

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Situated cognition

Abstract: The authors have declared no conflicts of interest for this article.

Cited by 108 publications

References 94 publications

Visualising the Development of a Teacher-In-Training into a Beginning Expert

Visualising the Development of a Teacher-In-Training into a Beginning Expert

The emerging and emergent present: a view on the indeterminate nature of mathematics lessons

Interfaces tangíveis e simuladores de veículos: avaliação do honda riding trainer

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