Learning in Activity

By James G. Greeno, Yrjö Engeström. 2014

388 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/917537ee6c4b08f513de01584dc296b5fb9f694a

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In Developmental and Educational Psychology

In Human Factors and Ergonomics

Citations in the corpus

Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, neutral): “Greeno, 2006). It is often claimed that, therefore, the unit of analysis must be the system itself, such as a group (Nolen & Ward, 2008). In slight contrast to this claim, Greeno (2006) stresses that analyses at multiple levels, including analysis at the individual level, is possible within the situ”
Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, neutral): “situative learning perspective, inspired by Greeno (2006), focusing on the group as the unit of analysis (Nolen & Ward, 2008).”
Musical creativity and the embodied mind (2018, neutral): “Such concerns have been addressed (among others) by Sawyer (2003, 2006), who draws on recent developments in social and distributed cognition (e.g., Greeno, 2006; Jordan & Henderson, 1995), and real-life experiences in musical and theatrical improvisation.”
A Revised Writer(s)-Within-Community Model of Writing (2018, neutral): “The development of a writing community can also be shaped by changes within the community itself (Greeno & Engestr€om, 2014).”
Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy (2017, neutral): “Research focused on how to support secondary teachers in adopting a more relational, responsive perspective to instruction may play an important role in helping secondary students have more positive experiences in mathematics in upper grades (Boaler & Greeon, 2000; Greeno, 2006).”
Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking (2016, positive): “We draw upon a situative perspective (Greeno, 2006; Greeno & Gresalfi, 2008) to study the relationship between instructional tasks and student learning opportunities.”
Understanding Regulated Learning in Situative and Contextual Frameworks (2015, positive): “We agree with Greeno (2006) that learning takes place in a social environment in interaction with the context and with other learners.”
Articulating Design Principles for Productive Use of Video in Preservice Education (2018, positive): “5 We draw on situative and sociocultural perspectives (Greeno, 2006; Greeno & Gresalfi, 2008; Lave, 1988; Lave & Wenger, 1991) to understand preservice teacher learning in a video-”
A Framework for the Facilitation of Teachers’ Analysis of Video (2014, neutral): “Interaction analysis foregrounds how individuals coordinate activity and their joint interaction with each other and material objects in the environment (Greeno, 2006).”
Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks - eScholarship (2014, positive): “In terms of further research, it will be fruitful to take a situative perspective (Greeno, 2006) to understand the varied ways students learn to appropriate the habits of thinking behind each form of scaffolding and what kinds of learning environments are most influential for students to take up par”
Socially Shared Regulation of Learning: A Review (2015, neutral): “Research methods, which consider the interplay between individual and social processes as they unfold in authentic activity (Greeno, 2006), are still in their infancy.”