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Situated Learning and Cognition: Theoretical Learning and Cognition
12 references·16 citing·27 second hop
Situated Learning and Cognition: Theoretical Learning and Cognition (1998)Situated Learning and Cognition: Theoreti…The educational researcher (2021)The educational researcherCognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics (2018)Cognitive Apprenticeship: Tea…Teaching, as Learning, in Practice (1996)Teaching, as Learning, in Pra…The Advancement of Learning (1994)The Advancement of LearningSituated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Guided Discovery in a Community of Learners (1994)Guided Discovery in a Communi…Instructional design for situated learning (1993)Instructional design for situ…Situating learning in communities of practice. (1991)Situating learning in communi…Situated Learning (1991)Situated LearningSituated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…Cognition in Practice (1988)Cognition in PracticeThe Psychology of Literacy (1981)The Psychology of LiteracyLeading through a critical lens: The application of DisCrit in framing, implementing and improving equity driven, educational systems for all students (2020)Leading through a critical le…Towards a pedagogical model of teaching with ICTs for mathematics attainment in primary school: A review of studies 2008–2018 (2019)Towards a pedagogical model o…Vygotsky: Between Socio-Cultural Relativismand Historical Materialism. From a Psychologicalto a Pedagogical Perspective (2018)Vygotsky: Between Socio-Cultu…Singing as language learning activity in multilingual toddler groups in preschool (2013)Singing as language learning …Mealtimes in Swedish preschools: pedagogical opportunities for toddlers learning a new language (2013)Mealtimes in Swedish preschoo…Affective Imagination in Science Education: Determining the Emotional Nature of Scientific and Technological Learning of Young Children (2013)Affective Imagination in Scie…Global Culture Capital and Cosmopolitan Human Capital (2011)Global Culture Capital and Co…Early Learning and Development: Cultural-historical Concepts in Play (2010)Early Learning and Developmen…An Interpretive Scheme for Analyzing the Identities That Students Develop in Mathematics Classrooms (2009)An Interpretive Scheme for An…Actualizing Democracy: The Praxis of Teacher Identity Construction. (2008)Actualizing Democracy: The Pr…Making sense of the meaning maker: tracking the object of activity in a computer-based mathematics lesson using activity theory. (2007)Making sense of the meaning m…An Activity Theory Approach to surfacing the pedagogical object in a primary school mathematics classroom (2007)An Activity Theory Approach t…Vygotsky and educational psychology: Some preliminary remarks (2005)Vygotsky and educational psyc…Beyond Reflection: Teacher Learning as Praxis (2003)Beyond Reflection: Teacher Le…Turning Vygotsky on His Head: Vygotsky' `Scientifically Based Method' and the Socioculturalist's `Social Other' (2000)Turning Vygotsky on His Head:…From Individual Acquisition to Cultural-Historical Practices in Multicultural Teacher Education (2000)From Individual Acquisition t…Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective (1988)Cultural Ways of Learning: Individual Traits or Repertoires of Practice (2003)“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007)Identity and Language Learning (2013)Mental Models (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Design Research: Theoretical and Methodological Issues (2004)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)“It is what one does”: why people participate and help others in electronic communities of practice (2000)Why should i share? examining social capital and knowledge contribution in electronic networks of practice (2005)Why Should I Share? Examining Social Capital and Knowledge Contribution in Electronic Networks of Practice1 (2005)Social Identity and Self-Categorization Processes in Organizational Contexts (2000)The weirdest people in the world? (2010)Learning by Expanding (2014)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Problem-Based Learning: What and How Do Students Learn? (2004)The Four-Phase Model of Interest Development (2006)Focus on Formative Feedback (2008)Introduction: epistemic communities and international policy coordination (1992)Using Technology and Constituting Structures: A Practice Lens for Studying Technology in Organizations (2000)Qualitative Studies in Special Education (2005)An Introduction to Qualitative Research (2009)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)What video games have to teach us about learning and literacy (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)
this work references cited by second hop

References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 1989Situated Cognition and the Culture of Learning13,635 cited
  • 1988Cognition in Practice5,157 cited
  • 2018Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics3,674 cited
  • 1981The Psychology of Literacy3,447 cited
  • 2021The educational researcher3,059 cited
  • 1991Situating learning in communities of practice.1,976 cited
  • 1996Teaching, as Learning, in Practice1,548 cited
  • 1994Guided Discovery in a Community of Learners1,152 cited
  • 1994The Advancement of Learning753 cited
  • 1993Instructional design for situated learning459 cited

Cited by

  • 2009An Interpretive Scheme for Analyzing the Identities That Students Develop in Mathematics Classrooms361 cited
  • 2018Vygotsky: Between Socio-Cultural Relativismand Historical Materialism. From a Psychologicalto a Pedagogical Perspective203 cited
  • 2010Early Learning and Development: Cultural-historical Concepts in Play167 cited
  • 2003

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Beyond Reflection: Teacher Learning as Praxis
159 cited
  • 2020Leading through a critical lens: The application of DisCrit in framing, implementing and improving equity driven, educational systems for all students109 cited
  • 2013Affective Imagination in Science Education: Determining the Emotional Nature of Scientific and Technological Learning of Young Children87 cited
  • 2000From Individual Acquisition to Cultural-Historical Practices in Multicultural Teacher Education71 cited
  • 2008Actualizing Democracy: The Praxis of Teacher Identity Construction.53 cited
  • 2019Towards a pedagogical model of teaching with ICTs for mathematics attainment in primary school: A review of studies 2008–201852 cited
  • 2013Mealtimes in Swedish preschools: pedagogical opportunities for toddlers learning a new language41 cited
  • 2013Singing as language learning activity in multilingual toddler groups in preschool32 cited
  • 2005Vygotsky and educational psychology: Some preliminary remarks31 cited
  • 2000Turning Vygotsky on His Head: Vygotsky' `Scientifically Based Method' and the Socioculturalist's `Social Other'26 cited
  • 2007Making sense of the meaning maker: tracking the object of activity in a computer-based mathematics lesson using activity theory.25 cited
  • 2007An Activity Theory Approach to surfacing the pedagogical object in a primary school mathematics classroom20 cited
  • 2011Global Culture Capital and Cosmopolitan Human Capital19 cited