Perspectives on Learning, Thinking, and Activity

By John R. Anderson, James G. Greeno, Lynne M. Reder, Herbert A. Simon. 2000

332 citations recorded by the source corpus.

We continue the discussion of cognitive and situative perspectives by identifying several important points on which we judge the perspectives to be in agreement: (a) Individual and social perspectives on activity are both fundamentally important in education; (b) Learning can be general, and abstractions can be efficacious, but they sometimes aren’t; (c) Situative and cognitive approaches can cast light on different aspects of the educational process, and both should be pursued vigorously; (d) Educational innovations should be informed by the available scientific knowledge base and should be evaluated and analyzed with rigorous research methods.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/168ae27bcbdf1a15b09d60c85736057d45655624

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Citations in the corpus

A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003, background): “Nevertheless, motivational science research does not need to recapitulate the battles between the cognitive and situated perspectives that at least some researchers who focus on cognition and learning have moved beyond (Anderson et al., 2000).”
Reconsidering group cognition: From conceptual confusion to a boundary area between cognitive and socio-cultural perspectives? (2007, background): “They emphasize that the discussion between Greeno (1998) and Anderson et al. (2000) proved that basic assumptions of the one perspective leads to misinterpreting the arguments of the other perspective.”
Extending the conceptual change approach to mathematics learning and teaching (2004, unknown): “socio/cultural factors ( Anderson, Greeno, Reder, & Simon, 2000 )”
Critical Thinking as a Citizenship Competence: Teaching Strategies. (2004, unknown): “…perspective of cognitive learning theory, learning pertains to the acquisition of knowledge and cognitive skills as transferable commodities (e.g. Anderson, Greeno, Reder, & Simon, 2000), a social constructivist approach shifts the focus to ‘activities’ and ‘the process of becoming a member of a…”
OECD Reviews of Evaluation and Assessment in Education DENMARK (2011, background): “Evaluation should be guided by such theories of learning and should assess students’ growth in problem solving, reasoning, communication, and social participation (Anderson et al., 2000).”
Knowledge construction in collaborative enquiry among teachers 1 (2006, background): “There are many types of interventions aimed at knowledge construction (Anderson et al., 2000; Putnam & Borko, 2000).”
Is Direct Instruction an Answer to the Right Question? (2007, background): “These skills are education for life, not simply for more school (Anderson et al., 2000).”
Summative Assessment in Higher Education: Practices in disarray (2002, background): “…that grades or degree classes signify may not be very transferable: Many psychologists hold transfer to be an achievement in its own right, not something that ows freely and easily, except in familiar settings where speci c transfer heuristics have been routinised (Anderson et al., 2000).”
Knowing and Identity: A Situated Theory of Mathematics Knowledge in Teaching (2011, background): “This notion of transfer ‐ how knowledge learnt in one context can be used or applied in a different context ‐ has in turn been the subject of much contentious debate (e.g., Anderson, Greeno, Reder, & Simon, 2000 ), although it is arguable that this debate has often been characterised more by misund”
Conceptualizing Debates in Learning and Educational Research: Toward a Complex Systems Conceptual Framework of Learning (2016, background): “…despite the areas of similarity and agreement that “individual and social perspectives” are each important in education and in research programs, even after the Anderson et al. (2000) article, the field overall seems to have continued a polarized view of these respective perspectives or theories.”