Situated Cognition and the Culture of Learning

By John Seely Brown, Allan M. Collins, Paul Duguid. 1989

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Disruptive devices: mobile technology for conversational learning (2002, background): “Effective learning involves constructing an understanding, relating new experiences to existing knowledge [10].”
Judging the Quality of Peer-Led Student Dialogues (2000, background): “cognition (Brown et al., 1990; Resnick et al., 1991; Salomon, 1993).”
The Practice of Design-Based Research: Uncovering the Interplay Between Design, Research, and the Real-World Context (2004, unknown): “Two research-based learning environment design models guided the initial work on this problem: Goal-Based Scenarios (GBS; Schank, 1992; Schank, Fano, Jona, & Bell, 1993) and Cognitive Apprenticeship (J. S. Brown, Collins, & DuGuid, 1989; Collins, Brown, & Newman, 1989).”
The future of employee development (2019, background): “Further, the learning context is an essential component of understanding and applying development material (Brown, Collins, & Duguid, 1989), yet traditional classroom-based programs rarely embody the shift to a virtual context for work (Cascio, 2014).”
A Project-based Digital Storytelling Approach for Improving Students' Learning Motivation, Problem-Solving Competence and Learning Achievement (2012, background): “…the learning taking place in real activities during which students search for reasonable explanations of knowledge in the process of interaction to establish a complete knowledge system (Brown, et al., 1989; Hwang & Chang, 2011; Hwang, Chu, Lin, & Tsai, 2011; Lave & Wenger, 1991; McLellan, 1996).”
The relevance of repair for classroom correction (2004, background): “…that trade on the differences between “knowing that” and “knowing how” (Ryle 1984) have raised the question of just what correct answers can tell us about student learning (e.g., Lave 1984; Bloome et al. 1989; Brown et al. 1989; Resnick et al. 1991; Chaiklin & Lave 1993; Kirshner & Whitson 1997).”
The Cognitive-Situative Divide and the Problem of Conceptual Change (2007, background): “According to Brown, Collins, and Duguid (1989): Too often, the practices of contemporary schooling deny students the chance to engage in relevant domain culture.”
Feedback research revisited. (2004, background): “One constructivist principle is that instruction should occur in relevant contexts (Brown et al., 1989; Jonassen, 1991a). Referred to as situated cognition, the notion is that learning occurs most effectively in context and that the context becomes part of the actual knowledge base for that learning”
Mathematics Learning and Participation as Racialized Forms of Experience: African American Parents Speak on the Struggle for Mathematics Literacy (2006, background): “First, researchers focusing on mathematics activity in the classroom have highlighted the coconstruction of mathematical knowledge and sociomathematical norms along with the negotiation of mathematical meanings among teachers and students ( Brown, Collins, & Duguid, 1989; Cobb, 2000; Cobb & Bowers,”