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Situated Learning and Cognition: Theoretical Learning and Cognition

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Innovative Education and Learning Practices Psychology of Development and Education Educational Theory and Curriculum Studies

Abstract

The aim of this article is to analyze how schoolchildren's thinking and concept formation generated in classroom teaching can relate to daily life situations. Situated thinking and learning and theoretical thinking and learning are discussed as learning forms that can accomplish this integration. According to Vygotsky, subject-matter concepts are transformed into personal concepts through children's ability to use them in daily life. The relation between skill and content has to be presupposed in this transformation of subject-matter concepts into everyday concepts, because everyday or daily-life concepts are learned through and interwoven with practical activities in cooperation with other people. The analyses are based on distinctions between (a) societal and personal knowledge, (b) subject-matter and everyday concepts, (c) subject-matter methods and content, and (d) thinking as related to subject-matter methods and concepts as related to subject-matter content. For the personal aspect of knowledge, everyday concepts are located within the life setting of a person; therefore, the relation between subject-matter concepts and personal concepts is often much weaker for immigrants and refugees coming to a new country than for children with generations of ancestors in a society. A project with Puerto Rican children is sketched to discuss how classroom teaching can relate subject-matter knowledge of social science with children' s everyday concepts and thereby enhance the children's theoretical concepts and thinking.

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References

1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1989Situated Cognition and the Culture of Learning 1988Cognition in Practice 2018Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics 1981The Psychology of Literacy 2021The educational researcher 1991Situating learning in communities of practice.

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2009An Interpretive Scheme for Analyzing the Identities That Students Develop in Mathematics Classrooms 2018Vygotsky: Between Socio-Cultural Relativismand Historical Materialism. From a Psychologicalto a Pedagogical Perspective 2010Early Learning and Development: Cultural-historical Concepts in Play 2003Beyond Reflection: Teacher Learning as Praxis 2020Leading through a critical lens: The application of DisCrit in framing, implementing and improving equity driven, educational systems for all students 2013Affective Imagination in Science Education: Determining the Emotional Nature of Scientific and Technological Learning of Young Children

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