Situated Cognition and Strategies for Meaningful Learning
Keywords:
Situated cognition, sociocultural approach, teaching strategies, meaningful learning, experiential teaching, empowerment.Abstract
The paper describes the principles underlying situated cognition linked to the Vygotskian sociocultural perspective, which state that situated cognition is both a part and the result of activity, context and culture. It highlights the importance of mediation, the joint construction of meaning and the mechanism of adapted assistance. There are examples of instructional approaches which vary in cultural relevance and the type of social activity they elicit. It also presents a number of meaningful learning strategies based on situated experiential teaching (authentic problem solving, learning while in service, case studies, projects, situated simulation, among others). Finally, the paper deals with the potentiality of empowerment.Downloads
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References
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Baquero, R. (2002). Del experimento escolar a la experiencia educativa. La transmisión educativa desde una perspectiva psicológica situacional. Perfiles Educativos, 24 (96-97), pp. 57-75.
Bereiter, C. (1997). Situated cognition and how to overcome it. En D. Kirshner y J. A. Whitson (Eds.), Situated cognition. Social, semiotic and psychological perspectives (pp. 281-300). Mahwah, NJ: Lawrence Erlbaum.
Brown, J., Collins, A. y Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
Claus, J. y Ogden, C. (1999). An empowering, transformative approach to service. En J. Claus y C. Ogden (Eds.), Service learning for youth empowerment and social change (pp. 69-94). Nueva York: Peter Lang.
Daniels, H. (2003). Vygotsky y la pedagogía. Barcelona: Paidós.
Derry, S., Levin, J. y Schauble, L. (1995). Stimulating statistical thinking through situated simulations. Teaching of Psychology, 22 (1), 51-57.
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Engeström, Y. y Cole, M. (1997). Situated cognition in search of an agenda. En D. Kirshner y J. A. Whitson (Eds.). Situated cognition. Social, semiotic and psychological perspectives (pp. 301-309). Mahwah, NJ: Lawrence Erlbaum.
Hendricks, Ch. (2001). Teaching causal reasoning through cognitive apprenticeship: What are results from situated learning? The Journal of Educational Research, 94 (5), 302-311.
Kilpatrick, W. (1921). Dangers and difficulties of the project method and how to overcome them: Introductory statement, definition of terms. Teachers College Record, 22 (4), 283-288.
Lave, J. (1997). The culture of acquisition and the practice of understanding. En D. Kirshner y J. A. Whitson (Eds.), Situated cognition. Social, semiotic and psychological perspectives (pp. 17-35). Mahwah, NJ: Lawrence Erlbaum.
Lave, J. y Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Leontiev, A. (1978). Actividad, conciencia y personalidad. Buenos Aires: Ciencias del Hombre.
Luria. A. R. (1987). Desarrollo histórico de los procesos cognitivos. Madrid: Akal.
McKeachie, W. J. (1999). Teaching tips. Strategies, research and theory for college and university teachers. Boston, MA: Houghton Mifflin.
Neve, M. G. (2003). La cognición situada y la enseñanza tradicional. Algunas características y diferencias. Manuscrito no publicado, Universidad Iberoamericana, Puebla.
Palincsar, A. S. y Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 1, 117-175.
Posner, G. (1998). Enfoque de proyectos. En G. Posner, Análisis del currículo (pp. 181-190). Santafé de Bogotá: Mc Graw Hill.
Rogoff, B. (1993). Aprendices del pensamiento. El desarrollo cognitivo en el contexto social. Barcelona: Paidós.
Scardamalia, M. y Bereiter, C. (1991). Higher levels of agency for children in knowledge building: a challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37-68.
Vygotsky, L. (1986). Pensamiento y lenguaje. Buenos Aires: La Pléyade.
Vygotsky, L. (1988). El desarrollo de los procesos psicológicos superiores. México: Grijalbo.
Wassermann, S. (1994). Introduction to case method teaching. Nueva York: Teachers College Press, Columbia University.
Wenger, E. (2001). Comunidades de práctica, aprendizaje, significado e identidad. Barcelona: Paidós.
Yates, M. y Youniss, J. (1999). Promoting identity development: Ten ideas for school based service learning programs. En J. Claus y C. Ogden (Eds.), Service learning for youth empowerment and social change (pp. 43-67). Nueva York: Peter Lang.
Baquero, R. (2002). Del experimento escolar a la experiencia educativa. La transmisión educativa desde una perspectiva psicológica situacional. Perfiles Educativos, 24 (96-97), pp. 57-75.
Bereiter, C. (1997). Situated cognition and how to overcome it. En D. Kirshner y J. A. Whitson (Eds.), Situated cognition. Social, semiotic and psychological perspectives (pp. 281-300). Mahwah, NJ: Lawrence Erlbaum.
Brown, J., Collins, A. y Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
Claus, J. y Ogden, C. (1999). An empowering, transformative approach to service. En J. Claus y C. Ogden (Eds.), Service learning for youth empowerment and social change (pp. 69-94). Nueva York: Peter Lang.
Daniels, H. (2003). Vygotsky y la pedagogía. Barcelona: Paidós.
Derry, S., Levin, J. y Schauble, L. (1995). Stimulating statistical thinking through situated simulations. Teaching of Psychology, 22 (1), 51-57.
Dewey, J. (1938/1997). Experience & Education. Nueva York: Simon & Schuster.
Díaz Barriga, F. y Hernández, G. (2002). Estrategias docentes para un aprendizaje significativo. Una interpretación constructivista (2ª. ed.). México: McGraw Hill.
Engeström, Y. y Cole, M. (1997). Situated cognition in search of an agenda. En D. Kirshner y J. A. Whitson (Eds.). Situated cognition. Social, semiotic and psychological perspectives (pp. 301-309). Mahwah, NJ: Lawrence Erlbaum.
Hendricks, Ch. (2001). Teaching causal reasoning through cognitive apprenticeship: What are results from situated learning? The Journal of Educational Research, 94 (5), 302-311.
Kilpatrick, W. (1921). Dangers and difficulties of the project method and how to overcome them: Introductory statement, definition of terms. Teachers College Record, 22 (4), 283-288.
Lave, J. (1997). The culture of acquisition and the practice of understanding. En D. Kirshner y J. A. Whitson (Eds.), Situated cognition. Social, semiotic and psychological perspectives (pp. 17-35). Mahwah, NJ: Lawrence Erlbaum.
Lave, J. y Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Leontiev, A. (1978). Actividad, conciencia y personalidad. Buenos Aires: Ciencias del Hombre.
Luria. A. R. (1987). Desarrollo histórico de los procesos cognitivos. Madrid: Akal.
McKeachie, W. J. (1999). Teaching tips. Strategies, research and theory for college and university teachers. Boston, MA: Houghton Mifflin.
Neve, M. G. (2003). La cognición situada y la enseñanza tradicional. Algunas características y diferencias. Manuscrito no publicado, Universidad Iberoamericana, Puebla.
Palincsar, A. S. y Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 1, 117-175.
Posner, G. (1998). Enfoque de proyectos. En G. Posner, Análisis del currículo (pp. 181-190). Santafé de Bogotá: Mc Graw Hill.
Rogoff, B. (1993). Aprendices del pensamiento. El desarrollo cognitivo en el contexto social. Barcelona: Paidós.
Scardamalia, M. y Bereiter, C. (1991). Higher levels of agency for children in knowledge building: a challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37-68.
Vygotsky, L. (1986). Pensamiento y lenguaje. Buenos Aires: La Pléyade.
Vygotsky, L. (1988). El desarrollo de los procesos psicológicos superiores. México: Grijalbo.
Wassermann, S. (1994). Introduction to case method teaching. Nueva York: Teachers College Press, Columbia University.
Wenger, E. (2001). Comunidades de práctica, aprendizaje, significado e identidad. Barcelona: Paidós.
Yates, M. y Youniss, J. (1999). Promoting identity development: Ten ideas for school based service learning programs. En J. Claus y C. Ogden (Eds.), Service learning for youth empowerment and social change (pp. 43-67). Nueva York: Peter Lang.
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Published
2003-11-01
