The DOI matches its Crossref record; 46 of the 46 references it cites were found in a registry or an index; 2 of the 50 sources its claims cite were checked for support.
Situated Cognition and the Culture of Learning
Open accessAbstract
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.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
The paper argues that knowledge is fundamentally situated—partly a product of activity, context, and culture—so teaching methods that treat concepts as abstract, self-contained, and transferable are often misleading and ineffective. As an alternative, it proposes “cognitive apprenticeship,” illustrated through two mathematics teaching examples.
Key findings
- Knowledge is not independent of situations; it is a co-production of mind and world, and abstraction/explication provides an “inherently impoverished and often misleading” view of knowledge.
- Vocabulary taught from dictionary definitions is slow and unsuccessful: the average 17-year-old learns vocabulary at 5,000 words per year (13 per day) over 16 years through listening, talking, and reading, whereas classroom definition-based teaching can cover only 100 to 200 words per year and produces errors such as “I was meticulous about falling off the cliff.”
- Learning is a process of enculturation into authentic activity and culture; school activity is often “ersatz” and self-confirming, so success in school may have little bearing on performance elsewhere.
- Cognitive apprenticeship—using modeling, coaching, fading, social interaction, and collaboration—can enculturate students into authentic practices; the paper examines Schoenfeld’s magic-square problem-solving class and Lampert’s fourth-grade multiplication teaching through coin problems and student-generated stories.
Methods
- Conceptual and theoretical paper, not an empirical study; it synthesizes research on everyday cognition, apprenticeship, situated learning, indexicality, and enculturation.
- Uses illustrative cases and examples, including Miller and Gildea’s vocabulary teaching, Lave’s Weight Watchers cottage-cheese problem, Schoenfeld’s mathematics teaching, and Lampert’s multiplication teaching.
- Main analysis is argumentative: it contrasts JPF, student, and practitioner activity (Table 1) and proposes cognitive apprenticeship as an alternative to conventional didactic schooling.
Limitations
- Stated: the authors describe the exploration as “consciously speculative” and “admittedly tentative”; they say the paper does not attempt a historical survey or critical analysis, and that “major theoretical work” on situated cognition remains to be done.
- Stated: future work must frame the relationship between explicit knowledge and implicit understanding.
- Evident: the paper presents no controlled outcome data or systematic evaluation; its claims about transfer, school culture, and cognitive apprenticeship rest on conceptual argument and illustrative examples.
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Claims the paper makes
118 Own interpretation · 41 Sources not found · 4 No full text of the sources · 2 No basis given · 1 Partly supported · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“We know from an extensive literature on the subject (diSessa, 1982, 1983, 1986; McCloskey, Caramazza, & Green, 1980; White, 1983) that students have many misconceptions about qualitative phenomena in physics.”
What the sources say
- Not matchedcites diSessa, 1982, 1983, 1986
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Supportedcites McCloskey, Caramazza, & Green, 1980 sourceExperimental — accuracy not yet measured
McCloskey, Caramazza, and Green (1980) is cited as one work in a broader literature supporting the sentence, not as evidence for every misconception in physics. A Semantic Scholar snippet from “Overcoming University Students’ Alternative Conceptions in Newtonian Mechanics” (score 0.493) explicitly attributes undergraduate students’ mistaken predictions about curvilinear motion to McCloskey et al. (1980). The cited paper therefore supports the claim through a concrete example, although paper-scoped searches returned no full-text snippets. (LLM, conf=0.79)
- Could not verifycites White, 1983 sourceExperimental — accuracy not yet measured
The supplied source, D. W. R. White’s 1983 paper “Plant Regeneration from Mesophyll Protoplasts of White Clover,” concerns plant regeneration, not physics education. Two searches within that paper returned no snippets, but the absence of accessible text prevents a definitive finding about its contents. An unscoped search found only lower-scoring discussions of physics misconceptions in other papers, not a sufficiently strong match to identify the intended White (1983) source. The citation appears mismatched, but the evidence does not meet the threshold for a misattribution verdict. (LLM, conf=0.75)
boosted- Asserted: passes — The authors put it forward as true.
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- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The occasions and conditions for use arise directly out of the context of activities of each community or culture that uses the tool, framed by the way members of that culture see the world.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“Miller and Gildea's (1987) work on vocabulary teaching shows how the assumption that knowing and doing can be separated leads to a teaching method that ignores the way situations structure cognition.”
What the sources say
- Not checked — no full text of the sourcecites Miller and Gildea (1987) source
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In the paper
“Miller and Gildea note that by listening, talking, and reading the average 17-year-old has learned vocabulary at a rate of 5,000 words per year (13 per day) for over 16 years.”
What the sources say
- Not matchedcites Miller and Gildea
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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- Not matched
In the paper
“Language use would involve an unremitting confrontation with ambiguity, polysemy, nuance, metaphor, etc., were it not for the extralinguistic help that the context of an utterance provides (Nunberg, 1978).”
What the sources say
- Not checked — no full text of the sourcecites Nunberg, 1978
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Similarly, it is common for students to acquire algorithms, routines, and decontextualized definitions that they cannot use and that therefore lie inert.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“To develop this comparison between tools and knowledge, between manual tools and conceptual tools, a little further, it can be noted that learning how to use a tool involves far more than can be accounted for in any set of explicit rules.”
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“They are bound by intricate, socially constructed webs of belief, which make it possible to see them as cultures (Geertz, 1983), and which are essential to interpreting what they do.”
What the sources say
- Not matchedcites Geertz, 1983
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates an association- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Because new situations, negotiations, and activities inevitably recast them in a new, more densely textured form, concepts continually evolve with each new occasion of use.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The authors examine one such method and argue that its lack of success is a direct result of this assumption.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
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- Probably not a substantial claim. 54
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In the paper
“There is barely enough classroom time, Miller and Gildea suggest, to teach more than 100 to 200 words per year.”
What the sources say
- Not matchedcites Miller and Gildea
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedged- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Many teaching methods implicitly assume that conceptual knowledge is independent of the situations in which it is learned and used.”
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“By contrast, learning words from definitions and sentences abstracted from the context of normal communication, the way vocabulary has often been taught, is slow and unsuccessful.”
What the sources say
- Not matchedcites Miller and Gildea
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Knowledge, we claim, is partially embedded in the social and physical world.”
plainstates an association- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is impossible to capture the densely interwoven nature of conceptual knowledge completely in explicit, abstract accounts.”
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“Learning is the process of constructing robust understanding out of this sort of embedded activity.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Teaching methods, however, often try to impart abstracted conceptual tools as fixed, well-defined, independent entities that can be explored in prototypical examples and textbook exercises.”
plain- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“And these embedding circumstances allow people to share the burden of solving problems efficiently.”
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Knowledge is fundamentally a co-production of the mind and the world, which like woof and warp need each other to produce texture and to complete an otherwise incoherent pattern.”
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In the paper
“Teaching, however, often overlooks the central, but restrictive, contribution made by the activities, context, and culture of schools to what is learned there.”
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In the paper
“And the general strategies for intuitive reasoning, resolving issues, and negotiating meaning that people develop through everyday activity are superseded by the precise, well-defined problems, formal definitions, and symbol manipulation that characterize much school activity.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Such ploys indicate how thoroughly learners really are situated, and how they always lean on the embedding context for help.”
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“So even though students are expected to behave differently, they inevitably do behave like the JPFs they are and solve most of their problems in their own situated way.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“To learn to use tools as practitioners use them, students, like apprentices, must be enabled to enter that community and its culture.”
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In the paper
“Unfortunately, students are too often presented with only a part of this complex.”
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In the paper
“The issues and problems that they face arise out of, are defined by, and are resolved within the constraints of their belief system and the activity they are pursuing.”
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In the paper
“Though these are often anathema to traditional schooling, they are an essential component of social interaction and thus of learning.”
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In the paper
“Within a culture, ideas are exchanged and modified and belief systems developed and appropriated in part through conversation and narratives”
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In the paper
“Learning is instead a continual process needing above all authentic activity to support its development.”
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In the paper
“From here, students can, as we have suggested, use their fledgling conceptual knowledge to see their activity in a new light, which in turn leads to the further development of the conceptual knowledge, and so on.”
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In the paper
“When descriptions replace indexical terms (which is analogous, we hold, to classroom descriptions of activity replacing activity), the nature of discourse changes and understanding becomes much more problematic.”
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In the paper
“The social network within the culture helps them develop its language and the belief systems and promotes the process of enculturation.”
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In the paper
“They need to observe how qualified practitioners behave and talk to get a sense of how expertise is manifest in conversation and other activities.”
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In the paper
“Collaboration also leads to the articulation or manifestation of strategies, which can then be discussed and reflected on.”
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In the paper
“If, as we propose, learning is a process of enculturating that is supported in part through social interaction and the circulation of narrative”
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In the paper
“As the students gain more self-confidence and control, they move into a more autonomous phase of collaborative learning, where they begin to participate consciously in the culture.”
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In the paper
“The group, however, permits different roles to be displayed and engenders reflective narratives and discussions about the aptness of those roles.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“In this sequence, apprenticeship and coaching begin by providing modeling in situ and scaffolding for students to get started in an authentic activity.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“The belief system is instilled in the only way it can be, through practice in which the students actively take part.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“In language learning, for example, the original frail understanding of a word is developed and extended through subsequent use and social negotiation, though each use is no less situated.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“Successful execution of most individual tasks requires students to understand the many different roles needed for carrying out that task.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“This further suggests that a new epistemology might hold the key to a dramatic improvement in learning and completely new insights into education.”
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In educational terms alone, however, the unheralded importance of activity and enculturation to learning suggests that much common practice is the product of an inadequate epistemology.”
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In the paper
“All knowledge is, we believe, like language. Its constituent parts index the world and so are inextricably a product of the activity and situations in which they are produced and used.”
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus all concepts--even apparently well-defined, abstract technical concepts--are always under construction. They are never wholly definable, and they defy the sort of categorical descriptions that are conventionally used in teaching: part of their meaning is always inherited from the contexts in which they are used.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The adequacy of the solution they reach becomes apparent in relation to the role it must play in allowing activity to continue.”
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Conceptual tools similarly reflect the cumulative wisdom of the culture in which they are used and the insights and experience of individuals. Their meaning is not invariant but a product of negotiation within a culture and of practice in authentic activity.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“They are not merely context sensitive; they are completely context dependent. They can only be understood in relation to specific situations, from which indexicals are, for the purposes of interpretation, inseparable.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“But words and sentences are not islands, entire unto themselves. They rely on the context in which they are used--and not just the linguistic context--to be understood.”
What the sources say
- Not matchedcites Nunberg, 1978
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“He filled a measuring cup two-thirds full of cottage cheese, dumped it out on the cutting board, patted it into a circle, marked a cross on it, scooped away one quadrant, and served the rest.”
What the sources say
- Not matchedcites Lave (1988b)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Instead, it may be more useful to consider conceptual knowledge as in some ways similar to a set of tools.”
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Learning and acting are, as a result, interestingly indistinct, learning being a continuous, life-long process resulting from acting in situations.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Tools share several significant features with knowledge; in particular, both can be fully understood in use, and both, if fully understood, change the way their users look at the world.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Activity, concept, and culture are interdependent. No one can be totally understood without the other two. Learning must therefore involve all three.”
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“His class' goal, by contrast, is to understand the mathematical nature of magic squares, and it is in part by doing this that the belief system is exemplified.”
plainstates a causeSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“So knowledge, which comes coded by and connected to the activity and environment in which it is developed, is spread across its component parts--some of which are in the mind and some in the world--as the final picture on a jigsaw is spread across its component pieces.”
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Conversely, though schooling seeks to encourage problem solving, it disregards most of the inventive heuristics that students bring to the classroom.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“by pointing to different decompositions, it stresses that heuristics are not absolute, but assessed with respect to a particular task--and that even algorithms can be assessed in this way.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“by allowing students to generate their own solution paths, it helps make them conscious, creative members of the culture of problem-solving mathematicians.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
In the paper
“Lampert (1986) also involves her students in mathematical exploration, which she tries to make continuous with their everyday knowledge.”
What the sources say
- Not checked — no full text of the sourcecites Lampert (1986) source
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“And, in enculturating through this activity, they acquire some of the culture's tools--a shared vocabulary and the means to discuss, reflect upon, evaluate, and validate community procedures in a collaborative process.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“The students start with an extended procedure that parallels the story problem above. Eventually they find ways to shorten the process, and they usually arrive at the standard algorithm, justifying their findings with the stories they had created earlier.”
What the sources say
- Not matchedcites Lampert
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the ensuing situations, the appropriateness of the word is tested and, as with all conceptual knowledge, each application has the potential to change an individual's understanding of both the word and the world --the two are interdependent.”
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“She tries to inculcate an inseparable understanding of all of these kinds of knowledge and the connections between them, and thus to bridge the huge gap that emerges from much conventional teaching between conceptual knowledge and problem-solving activity--between, as we characterized them at the beginning, knowing and doing.”
What the sources say
- Not matchedcites Lampert
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
In the paper
“Thus, Lampert presents the algorithm as one more useful strategy to help them resolve community problems.”
What the sources say
- Not matchedcites Lampert
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“by beginning with a task embedded in a familiar activity, it shows the students the legitimacy of their implicit knowledge and its availability as scaffolding in apparently unfamiliar tasks.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Indexical terms are virtually transparent. They, like a signpost, draw little or no attention to themselves.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Eagleton (1983) describes reading as just such an enriching process, through which people continually change how they read and this, in turn, changes what they are reading.”
What the sources say
- Not matchedcites Eagleton (1983)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
In the paper
“By deliberately engaging students in authentic mathematical practice, he reaches well beyond the inculcation of problem-solving skills. His method, much more importantly, provides students with the opportunity to enter the culture of mathematical practice, which enables them to use those skills as practitioners.”
What the sources say
- Not matchedcites Schoenfeld
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boostedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“The class worked collectively through a number of strategies, in which, on reflection, they recognized more general and more powerful mathematical ideas.”
What the sources say
- Not matchedcites Schoenfeld
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a causeSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“prevalent school practices still broadly assume that knowledge is individual and self-structured, that schools are neutral with respect to what is learned in them, that concepts are abstract and immutable and independent of the activity in which they are acquired and used, and that JPF behavior is something to be discouraged.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“Schoenfeld is careful to emphasize that all these strategies are illustrated in action, developed by the class, not declared by the teacher.”
What the sources say
- Not matchedcites Schoenfeld
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“Lave (1988c) describes how some students feel it necessary to disguise effective strategies so that teachers believe the problems have been solved in the school-approved way.”
What the sources say
- Not matchedcites Lave (1988c)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the terms of cognitive apprenticeship, we can represent the progress of the students from embedded activity to general principles of the culture as presented in Figure 3.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“The class went on to explore other possible magic squares and thereby discovered general principles (e.g., an algebraic form for describing them).”
What the sources say
- Not matchedcites Schoenfeld
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a causeSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As an indication that he is working in the culture of mathematics, not in the culture of schooling, he does not stop at what, in culture of school practice, marks the end: an answer.”
hedgedstates an associationSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Schoenfeld's teaching of problem solving (1985, in press) attempts to show college students how to think mathematically about the world, how to see the world through mathematicians' eyes, and thus how to use the mathematician's tools.”
What the sources say
- Not checked — no full text of the sourcecites Schoenfeld (1985, in press) source
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Recurring features of the environment seem to afford recurrent sequences of actions.”
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This sort of dialectical process is common to all activity, and it similarly undermines any assumption that once conceptual knowledge has been described and applied in exercises, the task of teaching or learning has been finished.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Schoenfeld's approach, on the other hand, points in particular to the way in which students can be exposed to the authentic ways of thinking of a culture and its conceptual viewpoint, as much as to its subject matter.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A proposition, as we pointed out above, can only be correctly interpreted in the context of the situation in which it is used.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“And apprenticeship also suggests the paradigm of situated modeling, coaching, and fading (Collins, Brown, & Newman, 1989), whereby teachers or coaches promote learning first by modeling their strategies for students in authentic activity. Then teachers and colleagues support a student's attempts at doing the task. And finally they empower the student to coatinue independent of the teacher.”
What the sources say
- Not matchedcites Collins, Brown, & Newman, 1989
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“An epistemology that begins with activity and perception, which are first and foremost embedded in the world, may simply bypass the classical problem of reference--of mediating conceptual representations.”
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is at this stage, in short, that students no longer behave as archetypal students but participate in the activity of practitioners and develop their conceptual understanding through social interaction and collaboration in the culture of the domain, not of the school.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Lave (1988a) and Lave and Wenger (in preparation) point out the importance for apprentices of learning their craft in the appropriate community of practice, towards the center of which they continuously progress through gradual enculturation.”
What the sources say
- Not matchedcites Lave (1988a)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Lave and Wenger (in preparation)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This in turn fosters generalizing, grounded in the students' situated understanding.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These then occupy a place in our ontology and become something more to learn about rather than simply something useful in learning.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“groups of practitioners are particularly important, for it is only within groups that social interaction and conversation can take place.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast, indexical representations seem to gain their efficiency by leaving a great deal of the context underrepresented or implicit.”
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
The paper relies on this without support.
Most school activity exists in a culture of its own.
“The idea that most school activity exists in a culture of its own helps explain many of the difficulties of cultivating robust domain learning in school.”
The paper relies on this without support.
Schools demand a qualitative change in behavior.
“Schools do seem to demand a qualitative change in behavior, however.”
The paper relies on this without support.
What a student is expected to do and what a JPF does are significantly different.
“What the student is expected to do and what a JPF does are significantly different.”
The paper relies on this without support.
The school situation is extremely specialized.
“But the school situation is extremely specialized.”
The paper relies on this without support.
An unacknowledged dependency on school-based cues makes learning extremely fragile when viewed from outside school.
“Viewed from outside, where problems do not come in text books, an unacknowledged dependency on such school-based cues makes the learning extremely fragile.”
The paper relies on this without support.
Many professions with generally acknowledged cognitive content (e.g., law, medicine, architecture, business) have traditionally been learned through apprenticeship.
“Certainly many professions with generally acknowledged cognitive content--for example, law, medicine, architecture, business, etc.--have nonetheless traditionally been learned through apprenticeship.”
The paper relies on this without support.
Advanced graduate students in humanities, social sciences, and physical sciences acquire extremely refined research skills through apprenticeship with senior researchers.
“Moreover, advanced graduate students in the humanities, the social sciences, and the physical sciences, acquire their extremely refined research skills through the apprenticeship they serve with senior researchers.”
The paper relies on this without support.
Advanced graduate students, like all apprentices, must recognize and resolve ill-defined problems that issue out of authentic activity, in contrast to well-defined exercises typically given in textbooks and exams throughout earlier schooling.
“Then they, like all apprentices, must recognize and resolve the ill-defined problems that issue out of authentic activity, in contrast to the welldefined exercises that are typically given to them in text books and on exams throughout their earlier schooling.”
The paper relies on this without support.
Students who are taught individually rather than collaboratively can fail to develop skills needed for collaborative work.
“Students who are taught individually rather than collaboratively can fail to develop skills needed for collaborative work.”
The paper relies on this without support.
For centuries epistemologists have concentrated primarily on conceptual representation and its problematic relation to objects in the world, assuming that representation is cognitively prior to all else.
“For centuries epistemologists have concentrated primarily on conceptual representation and its problematic relation to objects in the world, assuming that representation is cognitively prior to all else.”
The paper relies on this without support.
Teachers rarely have the opportunity to hear enough of what students think to recognize when the information offered back by students is only a surface retelling for school purposes that may mask deep misconceptions about the physical world and problem-solving strategies.
“Teachers rarely have the opportunity to hear enough of what students think to recognize when the information that is offered back by students is only a surface retelling for school purposes (the handing back of an uncomprehended tool, as we described it at the beginning) that may mask deep misconceptions about the physical world and problem-solving strategies.”
The paper relies on this without support.
A common strategy in trying to overcome difficult pedagogic problems is to make as much as possible explicit.
“A common strategy in trying to overcome difficult pedagogic problems is to make as much as possible explicit.”
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“Constructivist, situated, and sociocultural perspectives define learning as active meaning-making, participation in communities of practice, and identity development [24,25,56].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [56]
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“These presentations led to discussions helping teachers create authentic contexts for learning STEM content and practices (Brown et al., 1989; Bruner, 1996; Lave & Wenger, 1991).”
From Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice (2020) · cites this paper as Brown et al., 1989
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“It is widely accepted that education is a “contextually situated activity” (Brown et al., 1989; Lave & Wenger, 1991).”
BackgroundInfluentialSupporting social interactions to improve MOOC participants’ learning outcomes: a literature review
Loh, H. S., Jaarsveld, G. M. V., Mesutoğlu, C., & Baars, M. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1345205 · Cited by 20
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“Also informed by the theoretical perspective of the situated nature of learning (Brown, Collins, & Duguid, 1989) and community of practice (Wenger, 1999), Mitchell et al. (2008) used the terms ‘ contextualisation ’ and ‘ decontextualisation ’ to describe the implementation of live video…”
BackgroundCheating in Examinations: A Study of Academic Dishonesty in a Malaysian College
Shariffuddin, S. A., & Holmes, R. J. (2009) · DOAJ (DOAJ: Directory of Open Access Journals) · Cited by 20
Examining Intercultural Competency through Social Exchange Theory.
Pillay, S., & James, R. (2015) · FedUni ResearchOnline (Federation University Australia) · Cited by 20
Taking food safety to the next level—An augmented reality solution
Beck, D. E., Crandall, P. G., O’Bryan, C. A., & Shabatura, J. (2016) · Journal of Foodservice Business Research · doi:10.1080/15378020.2016.1185872 · Cited by 20
“These learning activities parallel how employees develop knowledge in context with actions, and the practice of measuring knowledge through performance found in situated cognition theory (Brown et al., 1989).”
BackgroundInfluentialEmployee-Driven Innovation and Practice-Based Learning in Organizational Cultures
Brandi, U., & Hasse, C. (2012) · Palgrave Macmillan UK eBooks · doi:10.1057/9781137014764_7 · Cited by 22
Situated Simulation-Based Learning Environment to Improve Proportional Reasoning in Nursing Students
Dubovi, I., Levy, S. T., & Dagan, E. (2017) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-017-9842-2 · Cited by 25
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Implementing a strategy for promoting long-term meaningful learning in a pharmacokinetics course
Chan, P., Kim, S. Y., Garavalia, L. S., & Wang, J. (2018) · Currents in Pharmacy Teaching and Learning · doi:10.1016/j.cptl.2018.05.013 · Cited by 20
Donitsa‐Schmidt, S., & Zuzovsky, R. (2018) · International Journal of Leadership in Education · doi:10.1080/13603124.2018.1508754 · Cited by 25
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How Children Individualize Numerical Routines: Elements of a Discursive Theory in Making
Lavie, I., & Sfard, A. (2019) · Journal of the Learning Sciences · doi:10.1080/10508406.2019.1646650 · Cited by 20
Coding schemes as lenses on collaborative learning
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Mooney, A. C., Brown, J. A., & Ward, A. J. (2021) · Corporate Governance An International Review · doi:10.1111/corg.12373 · Cited by 21
Self-citationReimagining online grading, assessment, and testing using situated cognition
Hickey, D. T., & Harris, T. (2021) · Distance Education · doi:10.1080/01587919.2021.1911627 · Cited by 23
Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19
Hojeij, Z., & Baroudi, S. (2021) · International Journal of Distance Education Technologies · doi:10.4018/ijdet.2021070102 · Cited by 22
Wiese, L. K., Love, T., & Goodman, R. (2021) · Nurse Education in Practice · doi:10.1016/j.nepr.2021.103170 · Cited by 22
Leveraging curricular and students' resources to instigate and sustain problematizing
Ko, M. M. (2021) · Science Education · doi:10.1002/sce.21680 · Cited by 20
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“Most of this research builds upon the work of Lave and Wenger (1991) and Brown et al. (1989) on communities of practice and situated learning.”
MethodKnowledge surveys: Supporting students along pathways to self-directed learning with self-assessment
Wirth, K. R., Nuhfer, E. B., Watson, R. M., Fleisher, S. C., & Bailey, R. (2021) · NWU self-directed learning series · doi:10.4102/aosis.2021.bk279.06 · Cited by 21
Aptyka, H., Fiedler, D., & Großschedl, J. (2022) · Evolution Education and Outreach · doi:10.1186/s12052-022-00163-5 · Cited by 30
“The situated learning approach (closely associated with situated cognition) posits that learning and knowledge are inextricably linked to a specific situation (Kirsh 2009; Brown et al. 1989; Reder et al. 1994; Sutton 2008).”
BackgroundKooiman, B. J., & Sheehan, D. P. (2015) · International Journal of Game-Based Learning · doi:10.4018/ijgbl.2015100101 · Cited by 26
Martínez, M. J. I., Cabezas, I. L., & Ruiz, M. Á. M. (2013) · REDU Revista de Docencia Universitaria · doi:10.4995/redu.2013.5579 · Cited by 24
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“Articulation is a teaching method identified in the cognitive apprenticeship model (Brown et al. 1989), which entails asking questions to get registrars to share their”
MethodSelf-citationPrincipled Assessment Strategy Design for Online Courses and Programs
McCracken, J., Cho, S., Sharif, A., et al. (2012) · The Electronic Journal of e-Learning · Cited by 20
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“in [15] called inert knowledge (i.”
Design of Educational Game: A Literature Review
Ting, W., & Yi, L. (2010) · Transactions on edutainment · doi:10.1007/978-3-642-14484-4_22 · Cited by 20
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“Various related terms have been used to indicate the way in which people work and learn in communities, such as communities of practice (Lave and Wenger 1991), learning communities (Brown et al. 1989) and knowledge building communities (Scardamalia and Bereiter 1994).”
BackgroundCwikla, J. (2007) · Education and Urban Society · doi:10.1177/0013124507302464 · Cited by 20
Using cultural-historical activity theory to study clinical reasoning in context
Toth-Cohen, S. E. (2008) · Scandinavian Journal of Occupational Therapy · doi:10.1080/11038120701534975 · Cited by 20
“This approach is the basis for similar views of cognition that conceptualize all forms of cognition as products of participation in shared activities (29), such as situated cognition and distributed cognition (30).”
BackgroundLiterary and Historical 3D Digital Game—Based Learning: Design Guidelines
Neville, D. O., & Shelton, B. E. (2009) · Simulation & Gaming · doi:10.1177/1046878108330312 · Cited by 25
“Placing less emphasis on the learning of formal concepts, cognitive apprenticeship and situated learning stress the communal and cultural aspects of the learning process (Brown, Collins, & Duguid, 1989).”
BackgroundKenedy, R. A., & Monty, V. (2011) · Libri · doi:10.1515/libr.2011.010 · Cited by 20
“involves more control of the learning process to the students” (Cameron 1999, 15) Coupled with cognitive apprenticeship, learning is guided by using an apprenticeship process where students are supported throughout various stages of the assignment by modeling, coaching, and fading (Brown et al. 1989).”
BackgroundBeyond Multiple Methods: Critical Multiplism on all Levels
Patry, J.-L. (2013) · International Journal of Multiple Research Approaches · doi:10.5172/mra.2013.7.1.50 · Cited by 21
A context-aware knowledge map to support ubiquitous learning activities for a u-Botanical museum
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“A review of publications on the use of computer technology to enhance learning activity revealed that many educational researchers have emphasised the importance of using computer technology to support authentic learning activities (Brown et al., 1989; Donovan et al., 1999; Herrington & Oliver, 2000; Hwang et al., 201…”
BackgroundCommunication genres: Integrating communication into the software engineering curriculum
Carter, M., Vouk, M. A., Gannod, G. C., Burge, J. E., Anderson, P. V., & Hoffman, M. E. (2011) · IEEE International Conference on Software Engineering Education and Training (CSEE&T) · doi:10.1109/cseet.2011.5876091 · Cited by 21
“We identify software engineering genres and show how those genres may be used to integrate communication in the classroom and throughout the curriculum.”
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“This has led Brown et al. (1989) to distinguish between an authentic activity and a school activity, which is not authentic and is characterized by being unproductive from the perspective of useful thinking. In order to understand what authentic activity is, we go back to Lave’s study of consumer behavior. In this sit…”
BackgroundInfluentialRedesigning problem-based learning in the knowledge creation paradigm for school science learning
Yeo, J., & Tan, S. C. (2014) · Instructional Science · doi:10.1007/s11251-014-9317-6 · Cited by 25
“This perception of knowledge and cognition has its roots in learning theories such as situated cognition (Brown et al. 1989) and situated”
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Use of Information Technology in Engineering Education
Madhavan, K. P. C., & Lindsay, E. D. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139013451.039 · Cited by 23
Reproducing knowledge in construction expertise: a reflexive theory, critical approach
Kanjanabootra, S., & Corbitt, B. (2016) · Construction Management and Economics · doi:10.1080/01446193.2016.1151064 · Cited by 25
“In similar ways, other theories extending learning contextualization such as expansive learning (Engeström, 2004) and situated cognition (Brown et al., 1989), are also reflexive.”
BackgroundCommunity resilience in collaborative learning
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“Against this background, drawing on situated learning theory (Lave and Wenger 1991) and notions such as ‘cognitive apprenticeship’ (Brown, Collins, and Duguid 1989), the present study proposes and illustrates a learner-centred and work-experience-related approach for Simultaneous Interpreting (SI)…”
MethodBeyond competence: an essay on a process approach to organising and enacting vocational education
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Facilitating Informed Decision-Making in Financial Service Encounters
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“As a form of situated learning (Brown et al. 1989), experiential learning blends naturally into the encounter situation.”
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“For example, knowledge creation might be impeded if the context of doctoral training is drastically different from the context of profession or place of work (e.g., Brown et al. 1989).”
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Aylott, L. M. E., Tiffin, P. A., Saad, M., Llewellyn, A., & Finn, G. M. (2018) · Journal of Mental Health · doi:10.1080/09638237.2018.1521933 · Cited by 23
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Achieving confidence in competencies through authentic assessment
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A situated perspective on self-regulated learning from a person-by-context perspective
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“This is quite important in the context of problem solving as the aim is that of professional enculturation (Brown, Collins, and Duguid 1989).”
BackgroundDesigning Material Tools to Mediate Disciplinary Engagement in Environmental Science
Nolen, S. B., Wetzstein, L., & Goodell, A. (2020) · Cognition and Instruction · doi:10.1080/07370008.2020.1718677 · Cited by 21
Evaluating how residents talk and what it means for surgical performance in the simulation lab
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Problem-Based Learning in College Science
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What Are Crosscutting Concepts in Science? Four Metaphorical Perspectives
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“learning philosophy grounded on cognitive apprenticeship (Lave & Wenger, 1991) should be researched in relation to situated (Brown, Collins, & Duguid, 1989), experiential and authentic learning (Ashford-Rowe, Herrington, & Brown, 2014; Herrington & Oliver, 2000; Perkins, 2010).”
BackgroundJi, Y., Vermunt, J. D. H. M., & Burke, C. (2020) · Higher Education Research & Development · doi:10.1080/07294360.2020.1775557 · Cited by 20
“…Quinn & Stein, 2013), conceptions of learning (Entwistle & Peterson, 2004; Van Rossum & Hamer, 2010), learning styles (Kolb, 1981), metacognition (Flavell, 1987), learning orientations (Beaty, Gibbs, & Morgan, 1997), and situated learning (Aydede & Robbins, 2009; Brown, Collins, & Duguid, 1989).”
Skills needs, integrative pedagogy and case-based instruction
Lyons, P. R., & Bandura, R. P. (2020) · Journal of Workplace Learning · doi:10.1108/jwl-12-2019-0140 · Cited by 25
Khanaposhtani, M. G., Ballard, H. L., Lorke, J., Miller, A. E., Pratt-Taweh, S., Jennewein, J., Robinson, L. D., Higgins, L., Johnson, R. F., Young, A. N., et al. (2022) · Environmental Education Research · doi:10.1080/13504622.2022.2078480 · Cited by 25
A design-based research approach for creating effective online higher education courses
Parker, J. (2011) · Murdoch University Research Portal · Cited by 20
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Vulgar competence, ethnomethodological indifference and curricular design
Lindwall, O., & Lymer, G. (2005) · Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference · doi:10.3115/1149293.1149344 · Cited by 21
Jewish and Arab Teacher Trainees' Orientations Toward Teaching-Learning Processes
Eilam, B. (2003) · Teaching Education · doi:10.1080/1047621032000092968 · Cited by 20
Moving Authentic Soil Research into High School Classrooms: Student Engagement and Learning
Moebius‐Clune, B. N., Elsevier, I. H., Crawford, B. A., Trautmann, N. M., Schindelbeck, R. R., & van Es, H. M. (2011) · Journal of natural resources and life sciences education · doi:10.4195/jnrlse.2010.0019k · Cited by 21
The rewards and challenges of teaching innovation in university physics: 4 years’ reflection
Chang, W. (2005) · International Journal of Science Education · doi:10.1080/0950069042000323728 · Cited by 20
“Besides, the meanings and rules of these artifacts vary with respect to different contexts within scientific society (Brown et al. 1989, Hennessy 1993).”
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Teacher learning about online learning: experiences of a situated approach
Slaouti, D. (2007) · European Journal of Teacher Education · doi:10.1080/02619760701486126 · Cited by 23
“Adopting a situated approach, that is learning about online learning through online learning, would appear to facilitate teacher learning of ‘knowledge and skills in contexts that reflect the way the knowledge will be used in real life’ (Seely Brown et al., 1989).”
BackgroundInfluentialSerrano, M. J. H., González-Sánchez, M., & Rodríguez, J. A. M. (2009) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2009.01.423 · Cited by 20
La cultura científica en la resolución de problemas en el laboratorio
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Video storytelling as mediation of organizational learning
Katzeff, C., & Ware, V. (2006) · Nordic Conference on Human-Computer Interaction · doi:10.1145/1182475.1182508 · Cited by 20
“According to ideas of situated learning [4] and distributed cognition [7], knowledge not only exists within individuals, but also in the discourse among individuals, social relations connecting them, the physical artefacts they use and produce as well as theories, models, and methods they use to produce them.”
BackgroundŞahin, S. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.04.007 · Cited by 22
The Effect of a Computer Tutor for Writers on Student Writing Achievement
Rowley, K., & Meyer, N. (2003) · Journal of Educational Computing Research · doi:10.2190/3wvd-bkey-pk0d-ttr7 · Cited by 20
Lifeblog: A New Concept in Mobile Learning?
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“designing websites for real clients [10-12].”
Interaction in Asynchronous Web-Based Learning Environments.
Woo, Y., & Reeves, T. C. (2008) · Cited by 20
Learning From the Birmingham Civil Rights Institute: Documenting Teacher Development
Gregg, M., & Leinhardt, G. (2002) · American Educational Research Journal · doi:10.3102/00028312039002553 · Cited by 20
Developing a Virtual Environment for Safety Training
Pérez, B. Z., Marín, M. M., & Pérez, E. I. (2007) · Electronics, Robotics and Automotive Mechanics Conference · doi:10.1109/cerma.2007.49 · Cited by 20
“According to situated learning theory, knowledge must be learnt in context and through activity in authentic situations that reflect the way that knowledge will be used [24, 25].”
BackgroundExploring adolescent decision making about equity: Ill-structured problem solving in social studies
Osana, H. P., Tucker, B. J., & Bennett, T. (2003) · Contemporary Educational Psychology · doi:10.1016/s0361-476x(02)00057-7 · Cited by 20
Ubiquitous-Learning System for the Japanese Polite Expressions
Yin, C., Ogata, H., & Yano, Y. (2006) · IEEE International Workshop on Wireless and Mobile Technologies in Education · doi:10.1109/wmte.2005.68 · Cited by 20
“Brown, Collins, and Duguid [2] define authentic learning as coherent, meaningful, and purposeful activities.”
BackgroundEarning Industry-Recognized Credentials in High School: Exploring Research and Policy Issues
Castellano, M., Stone, J. R., & Stringfield, S. (2005) · Journal of Career and Technical Education · doi:10.21061/jcte.v21i2.653 · Cited by 20
Bartlett, K. R., Horwitz, S. K., Ipe, M., & Liu, Y. (2005) · Journal of Career and Technical Education · doi:10.21061/jcte.v21i2.661 · Cited by 20
Blatt-Gross, C. E. (2010) · Studies in Art Education · doi:10.1080/00393541.2010.11518813 · Cited by 22
“…argue along similar lines for what they call situated cognition. using a model of “cognitive apprenticeship” that dominated learning prior to industrialization, Brown, Collins, and Duguid (1989) aim to “embed learning in activity and make deliberate use of the social and physical context” (p. 32).”
BackgroundEshach, H., & Kukliansky, I. (2016) · Canadian Journal of Physics · doi:10.1139/cjp-2016-0308 · Cited by 20
Exploring a Century of Advancements in the Science of Learning
Murphy, P. K., & Knight, S. L. (2016) · Review of Research in Education · doi:10.3102/0091732x16677020 · Cited by 24
“…theorists have extended the theory and research through investigation of authentic activity and the use of cognitive apprenticeship to enable students to “acquire, develop, and use cognitive tools in authentic domain activity,” employing situated modeling and scaffolding (Brown et al., 1989).”
BackgroundLearning in early-career police :coming into the workplace /
Campbell, M. (2008) · Research Bank (Australian Catholic University) · Cited by 18
Metadata
- Authors
- Brown, J. S., Collins, A., & Duguid, P.
- Affiliations
- Institute for Research on Learning, 2550 Hanover Street, Palo Alto, California 94304.
- BBN Inc, 10 Moulton Street, Cambridge, Massachusetts 02238
- Venue
- Educational Researcher
- Published
- 1989-01
- Volume
- 18
- Issue
- 1
- Pages
- 32-42
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2164599981
- Cited by
- 13,645
- References
- 44
- Citations by year
- 2026: 324 · 2025: 322 · 2024: 255 · 2023: 271 · 2022: 384 · 2021: 446 · 2020: 520 · 2019: 472 · 2018: 467 · 2017: 513 · 2016: 525 · 2015: 585 · 2014: 628 · 2013: 637 · 2012: 651
- FWCI
- 128.32
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Educational Researcher (publishedVersion)
- Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign) (submittedVersion)
- Topics
- Social Sciences › Education › Innovative Education and Learning Practices
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Keywords
- situated cognition, learning culture, cognitive apprenticeship, situated knowledge, school culture, mathematics education, conceptual knowledge, everyday cognition, teaching practice
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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