Cognitive and Situated Learning Perspectives in Theory and Practice

• DOI: 10.2307/1177185
• Publication Date: 2006-04-26T19:33:33Z
• Authors: Paul Cobb; Janet Bowers
• Keywords: Situated cognition; Situated learning

In their recent exchange, Anderson, Reder, and Simon (1996 (1997) Greeno frame the conflicts between cognitive theory situated learning in terms of issues that are primarily interest to educational psychologists. We attempt broaden debate by approaching this discussion perspectives against background our concerns as educators who engage classroom-based research instructional design collaboration with teachers. first delineate underlying differences two distinguishing central organizing metaphors. then argue contrast cannot be reduced choosing individual social collective primary unit analysis. Against background, we compare viewpoint find useful work approach advocated Anderson et al. focusing on treatments meaning goals. Finally, consider potential contributions practice contrasting differing formulations relationship practice.