Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.
This chapter attempts to elucidate some of those implications through a proposal for adapting apprenticeship methods for the teaching and learning of cognitive skills. The devel...
Proposes a situated activity theory view of collaborative knowledge work. Activity theory is argued to be particularly relevant in the context of knowledge work since the body o...
This ethnographic-case study explored the beliefs, context factors, and practices of three middle school exemplary teachers that led to a technology-enriched curriculum. Finding...
The persistence of learning within organizations and the transfer of learning across organizations are examined on data collected from multiple organizations. Results indicate t...
In the revised and expanded second edition of Schools and Society, authors Walter Feinberg and Jonas F. Soltis invite teachers and administrators to develop their ability to que...
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