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.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Verification
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.
- 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.
- 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.”
plaindirect- 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.
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
plaindirect- 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.
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.
plaindirect- 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.
- 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
hedgeddirect- 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.
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.”
plaindirect- 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: unclear — It is unclear why the paper says 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
“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.
- 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.
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.
plaincorrelational- 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.
- 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
“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.”
plaindirect- 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.
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.”
plaindirect- 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. 54
- It may state two separate claims as one. 36
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.
- 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
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.
- 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
“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.
plaindirect- 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
“Knowledge, we claim, is partially embedded in the social and physical world.”
plaincorrelational- 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
“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.
- 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 is the process of constructing robust understanding out of this sort of embedded activity.”
plaindirect- 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.
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.
- 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
“And these embedding circumstances allow people to share the burden of solving problems efficiently.”
plaindirect- 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
“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.”
plaindirect- 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
“Teaching, however, often overlooks the central, but restrictive, contribution made by the activities, context, and culture of schools to what is learned there.”
plaindirect- 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
“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.”
plaindirect- 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
“Such ploys indicate how thoroughly learners really are situated, and how they always lean on the embedding context for help.”
hedgeddirect- 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
“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.”
plaindirect- 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
“To learn to use tools as practitioners use them, students, like apprentices, must be enabled to enter that community and its culture.”
plaindirect- 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
“Unfortunately, students are too often presented with only a part of this complex.”
plain- 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
“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.”
plaindirect- 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
“Though these are often anathema to traditional schooling, they are an essential component of social interaction and thus of learning.”
plaindirect- 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
“Within a culture, ideas are exchanged and modified and belief systems developed and appropriated in part through conversation and narratives”
plaindirect- 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
“Learning is instead a continual process needing above all authentic activity to support its development.”
plaindirect- 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
“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.”
plaindirect- 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
“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.”
plaindirect- 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
“The social network within the culture helps them develop its language and the belief systems and promotes the process of enculturation.”
plaindirect- 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. 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 need to observe how qualified practitioners behave and talk to get a sense of how expertise is manifest in conversation and other activities.”
plaindirect- 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
“Collaboration also leads to the articulation or manifestation of strategies, which can then be discussed and reflected on.”
plaindirect- 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
“If, as we propose, learning is a process of enculturating that is supported in part through social interaction and the circulation of narrative”
hedgedconditional- 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
“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.”
plaindirect- 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
“The group, however, permits different roles to be displayed and engenders reflective narratives and discussions about the aptness of those roles.”
plaindirect- 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
“In this sequence, apprenticeship and coaching begin by providing modeling in situ and scaffolding for students to get started in an authentic activity.”
plaindirect- 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
“The belief system is instilled in the only way it can be, through practice in which the students actively take part.”
plaindirect- 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
“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.”
plaindirect- 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
“Successful execution of most individual tasks requires students to understand the many different roles needed for carrying out that task.”
plaindirect- 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 further suggests that a new epistemology might hold the key to a dramatic improvement in learning and completely new insights into education.”
hedgedconditional- 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. 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
“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.”
hedgeddirect- 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
“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.”
hedgeddirect- 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.”
plaincorrelational- 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.”
plaindirect- 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.”
plaindirect- 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.
plaindirect- 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.”
hedgedcorrelational- 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.”
plaindirect- 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.”
plaindirect- 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.”
plaincorrelational- 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.”
plaindirectSingle 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.”
plaincorrelational- 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.”
plaindirect- 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.”
plaindirect- 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.”
plaindirect- 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.”
plaindirect- 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.
plaindirect- 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.”
hedgedconditional- 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.
plaindirect- 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.”
plaindirect- 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.
plaindirect- 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.
boosteddirect- 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.
plaindirectSingle 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.
plaindirectSingle 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.”
hedgedcorrelationalSingle 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
plaindirect- 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.”
hedgedconditional- 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.”
plaindirect- 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.”
plaindirect- 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.”
plaindirect- 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.
hedgeddirect- 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.”
hedgedconditional- 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.”
plaindirect- 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.
plaindirect- 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.”
plaindirect- 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.”
plaindirect- 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.”
plaindirect- 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.”
hedgeddirect- 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.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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
Citations
Cites
Situated Learning: Legitimate Peripheral Participation.
Bloch, M. E. F., Lave, J., & Wenger, É. (1994) · Man · doi:10.2307/2804509 · Cited by 39,362
Johnson-Laird, P. N. (1983) · Cited by 5,190
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Palinscar, A. S., & Brown, A. L. (1984) · Cognition and Instruction · doi:10.1207/s1532690xci0102_1 · Cited by 5,186
Cognition in Practice: Mind, Mathematics and Culture in Everyday Life
Lave, J. (1988) · doi:10.1017/cbo9780511609268 · Cited by 5,148
Sæverot, H. (2021) · Routledge eBooks · doi:10.4324/9781003193463-8 · Cited by 3,090
Martino, P. D., & Signorini, G. (2019) · ICME-13 monographs · doi:10.1007/978-3-030-10472-6 · Cited by 2,698
Barwise, J., & Perry, J. R. (1981) · The Journal of Philosophy · doi:10.2307/2026578 · Cited by 2,361
Suchman, L. A. (1987) · Cited by 2,279
Theoretical Issues in Reading Comprehension
(2017) · Routledge eBooks · doi:10.4324/9781315107493 · Cited by 2,245
The Problem of the Essential Indexical
Perry, J. (1979) · Noûs · doi:10.2307/2214792 · Cited by 2,195
Research works printed but not linked: 9
- Geertz C, 1983, Local knowledge
- Hutchins E, Situated Learning
- Lave I, 1977, The Quarterly Newsletter of the institute for Comparative Human Development, 1, 1
- Lave J, 1988, Paper presented at AERA annual conference
- Pea RD, 1988, Paper presented at the meeting of the Cognitive Science Society
- Resnick L, 1988, Educational Researcher, 16, 13
- Rogoff B, 1984, Everyday cognition: Its development in social context
- Scribner S, 1984, Everyday cognition: Its development in social context, 9
- Shanker A, 1988, New York Times, 7
Cited by
Sorted by citations
Items 401–500 of 13,065
Learning to pose mathematical problems: Exploring changes in preservice teachers' practices
Crespo, S. M. (2003) · Educational Studies in Mathematics · doi:10.1023/a:1024364304664 · Cited by 268
“…of theorists in the field of situated cognition who assert that what one learns is intricately connected with how one learns it, and that knowledge is situated and inseparable from the activity, context, and culture in which it is developed and used (see Brown, Collins, and Duguid, 1989).”
MethodPhysics students' epistemologies and views about knowing and learning
Roth, W., & Roychoudhury, A. (1994) · Journal of Research in Science Teaching · doi:10.1002/tea.3660310104 · Cited by 266
Exploring strategies for online teaching and learning
Oliver, R. (1999) · Distance Education · doi:10.1080/0158791990200205 · Cited by 267
Doing science at the elbows of experts: Issues related to the science apprenticeship camp
Barab, S. A., & Hay, K. E. (2001) · Journal of Research in Science Teaching · doi:10.1002/1098-2736(200101)38:1 · Cited by 279
Problem solving, cognition, and complex systems: Differences between experts and novices
Jacobson, M. J. (2001) · Complexity · doi:10.1002/cplx.1027 · Cited by 273
Student engagement as a function of environmental complexity in high school classrooms
Shernoff, D. J., Kelly, S., Tonks, S. M., Anderson, B., Cavanagh, R. F., Sinha, S., & Abdi, B. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2015.12.003 · Cited by 303
“Vygotsky (1978) and others (Brown, Collins, & Duguid, 1989; Zhang et al., 2009) have illustrated that learning is a social and transactional process.”
BackgroundWhere Young People See Science: Everyday activities connected to science
Zimmerman, H. T., & Bell, P. A. (2012) · International Journal of Science Education Part B · doi:10.1080/21548455.2012.741271 · Cited by 268
“…show that our focus is broader than just understanding how knowledge developed in one site is helpful to learning in a new site; we look to understand the broad array of learning outcomes from participating in practices that can support learners in new settings (Brown et al., 1989; Greeno, 2006).”
BackgroundMethodResultFrom PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers
Jang, S., & Chen, K. (2010) · Journal of Science Education and Technology · doi:10.1007/s10956-010-9222-y · Cited by 300
“Learning technology by the design approach is a constructivist approach that sees knowing as being situated in action and co-determined by the peer interaction environment (Brown et al. 1989; Koehler et al. 2007; Young 1993).”
McLoughlin, C., & Oliver, R. (2000) · Australasian Journal of Educational Technology · doi:10.14742/ajet.1822 · Cited by 264
Students’ perceptions of STEM learning after participating in a summer informal learning experience
Roberts, T., Jackson, C. D., Mohr‐Schroeder, M. J., Bush, S. B., Maiorca, C., Cavalcanti, M., Schroeder, D. C., Delaney, A., Putnam, L., & Cremeans, C. (2018) · International Journal of STEM Education · doi:10.1186/s40594-018-0133-4 · Cited by 309
“Central to the situated perspective is how interactions between learner and environment (Brown et al. 1989; Kirshner and Whitson 1997; Lave 1991; Lave and Wenger 1991), mediated by social interactions create opportunities for learners to acquire knowledge.”
Connecting Science and Mathematics Instruction: Pedagogical Context Knowledge for Teachers
Frykholm, J. A., & Glasson, G. E. (2005) · School Science and Mathematics · doi:10.1111/j.1949-8594.2005.tb18047.x · Cited by 276
“Much of the debate about school science and mathematics in recent years, therefore, revolves around the differences between traditional classroom practice and the ways in which science and mathematics are used in authentic settings ( Brown, Collins, D Roth & Bowen, 1994; Roth &. McGinn, 1998).”
BackgroundA concept map approach to developing collaborative Mindtools for context‐aware ubiquitous learning
Hwang, G., Shi, Y., & Chu, H. (2010) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2010.01102.x · Cited by 269
Aragon, S. R., Johnson, S. D., & Shaik, N. (2002) · American Journal of Distance Education · doi:10.1207/s15389286ajde1604_3 · Cited by 261
“As has been well established in the literature (Anderson 1988; Brown, Collins, and Duguid 1989; Oxford, Hollaway, and Horton-Murillo 1992), learning styles and learning strategies have a strong cultural component.”
Mobile-assisted ESL/EFL vocabulary learning: a systematic review and meta-analysis
Lin, J.-J., & Lin, H. (2019) · Computer Assisted Language Learning · doi:10.1080/09588221.2018.1541359 · Cited by 262
“The findings suggested that this kind of situational learning based on the Situated Learning Theory proposed by Brown, Collins, & Duguid (1989) successfully exerted a positive influence on L2 vocabulary acquisition.”
BackgroundAlignment and Interaction in a Sociocognitive Approach to Second Language Acquisition
Atkinson, D., Churchill, E., Nishino, T., & Okada, H. (2007) · Modern Language Journal · doi:10.1111/j.1540-4781.2007.00539.x · Cited by 264
Multimedia learning environments: Issues of learner control and navigation
Lawless, K. A., & Brown, S. W. (1997) · Instructional Science · doi:10.1023/a:1002919531780 · Cited by 257
Mobile Learning in Review: Opportunities and Challenges for Learners, Teachers and Institutions
Cobcroft, R. S., Towers, S., Smith, J., & Bruns, A. (2006) · QUT ePrints (Queensland University of Technology) · Cited by 256
Violent Video Games as Exemplary Teachers: A Conceptual Analysis
Gentile, D. A., & Gentile, J. R. (2007) · Journal of Youth and Adolescence · doi:10.1007/s10964-007-9206-2 · Cited by 282
“Multiple contexts also provide a variety of cues for recall rather than memory having to rely on availability of cues from the original context or problem situation—what Tulving and Thompson (1973) called the encoding specificity principle and Brown et al. (1989) called situated cognition.”
BackgroundSchumacher, D. J., Englander, R., & Carraccio, C. L. (2013) · Academic Medicine · doi:10.1097/acm.0b013e3182a6e8f8 · Cited by 270
Authentic Learning Supported by Technology: Ten suggestions and cases of integration in classrooms
Herrington, J., & Kervin, L. K. (2007) · Educational Media International · doi:10.1080/09523980701491666 · Cited by 297
“Support collaborative construction of knowledge (e.g. Bransford et al., 1990; Brown et al., 1989) 6.”
BackgroundPsychology for the Classroom: Constructivism and Social Learning
Pritchard, A., & Woollard, J. (2013) · Routledge eBooks · doi:10.4324/9780203855171 · Cited by 280
Hansman, C. A. (2001) · New Directions for Adult and Continuing Education · doi:10.1002/ace.7 · Cited by 263
“From this perspective , " knowledge is unchanging and transitive " (Brown and Duguid, 1996, p. 49), and once learned, is then easily transported from the particular learning situation to different contexts in which the knowledge can be put to work (Brown, Collins, and Duguid, 1989).”
BackgroundAugmented reality as multimedia: the case for situated vocabulary learning
Santos, M. E. C., Lübke, A. I. W., Taketomi, T., Yamamoto, G., Rodrigo, M. M. T., Sandor, C., & Kato, H. (2016) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-016-0028-2 · Cited by 295
“Learning is always embedded in the activity, context, and culture from which the knowledge was developed (Brown et al. 1989).”
BackgroundLearningwith media: Restructuring the debate
Jonassen, D. H., Campbell, J. P., & Davidson, M. E. (1994) · Educational Technology Research and Development · doi:10.1007/bf02299089 · Cited by 257
Self-Regulated Learning: A Volitional Analysis
Corno, L. (1989) · Springer series in cognitive development · doi:10.1007/978-1-4612-3618-4_5 · Cited by 257
Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions
Goodnough, K. C., Osmond, P., Dibbon, D., Glassman, M., & Stevens, K. (2008) · Teaching and Teacher Education · doi:10.1016/j.tate.2008.10.003 · Cited by 252
MALL: the pedagogical challenges
Burston, J. (2014) · Computer Assisted Language Learning · doi:10.1080/09588221.2014.914539 · Cited by 316
Analogical Reasoning and Conceptual Change: A Case Study of Johannes Kepler
Gentner, D., Brem, S. K., Ferguson, R. W., Markman, A. B., Levidow, B. B., Wolff, P., & Forbus, K. D. (1997) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0601_2 · Cited by 253
Hung, D. W. L., & Chen, D.-T. (2001) · Educational Media International · doi:10.1080/09523980121818 · Cited by 268
“The recent notion of cognitive apprenticeship (Brown et al., 1989) is one such ‘instructional approach’ used within stipulated Zones of Proximal Development.”
MethodResultWendell, K. B., & Rogers, C. (2013) · Journal of Engineering Education · doi:10.1002/jee.20026 · Cited by 270
Student Interest and Achievement
Renninger, K. A., & Hidi, S. E. (2002) · Elsevier eBooks · doi:10.1016/b978-012750053-9/50009-7 · Cited by 270
Contextualizing Nature of Science Instruction in Socioscientific Issues
Eastwood, J. L., Sadler, T. D., Zeidler, D. L., Lewis, A. R., Amiri, L., & Applebaum, S. (2012) · International Journal of Science Education · doi:10.1080/09500693.2012.667582 · Cited by 273
Beware of Simple Conclusions: The Case for Content Generality of Creativity
Plucker, J. A. (1998) · Creativity Research Journal · doi:10.1207/s15326934crj1102_8 · Cited by 246
Li, J., & Julian, M. M. (2012) · American Journal of Orthopsychiatry · doi:10.1111/j.1939-0025.2012.01151.x · Cited by 247
Hwang, G., Chiu, L.-Y., & Chen, C. (2014) · Computers & Education · doi:10.1016/j.compedu.2014.09.006 · Cited by 246
“Scholars have asserted the demand for situating students in authentic environments where they can meaningfully experience and learn (Brown et al., 1989; Tsai, Tsai, & Hwang, 2011).”
BackgroundInfluentialCollateral Learning and the Eco-Cultural Paradigm in Science and Mathematics Education in Africa
Jegede, O. J. (1995) · Studies in Science Education · doi:10.1080/03057269508560051 · Cited by 248
Bridging theory and practice in the supervisory relationship: a sociocultural perspective
Spouse, J. (2001) · Journal of Advanced Nursing · doi:10.1046/j.1365-2648.2001.01683.x · Cited by 253
Why web 2.0 is good for learning and for research
Ullrich, C., Borau, K., Luo, H., Tan, X., Shen, L., & Shen, R. (2008) · International World Wide Web Conference (WWW) · doi:10.1145/1367497.1367593 · Cited by 245
“Socially oriented constructivist theories, such as social constructivism [41] and cognitive apprenticeships [12] stress the collaborative efforts of groups of learners as sources of learning.”
BackgroundThe Influence of Computer and Internet Use on Teachers’ Pedagogical Practices and Perceptions
Becker, H. J., & Ravitz, J. (1999) · Journal of Research on Computing in Education · doi:10.1080/08886504.1999.10782260 · Cited by 245
Learning Theories and Education: Toward a Decade of Synergy
Bransford, J. D., Stevens, R., Schwartz, D., Meltzoff, A., Pea, R. D., Roschelle, J., Vye, N. J., Kuhl, P., Bell, P., Barron, B., et al. (2015) · Routledge eBooks · doi:10.4324/9780203874790.ch10 · Cited by 247
Foundations of online learning: Challenges and opportunities
Greenhow, C. M., Graham, C. R., & Koehler, M. J. (2022) · Educational Psychologist · doi:10.1080/00461520.2022.2090364 · Cited by 333
Dangers, incertitudes et incomplétude de la logique de la compétence en éducation
Crahay, M. (2006) · Revue française de pédagogie · doi:10.4000/rfp.143 · Cited by 216
Support for workspace awareness in educational groupware
Gutwin, C. A., Stark, G., & Greenberg, S. (1995) · doi:10.3115/222020.222126 · Cited by 243
“When the objects being discussed are visible to both learners, they can point and gesture to make clear the referents of their com ments (called deixis), something that is difficult using language alone [3].”
BackgroundSituated learning in the practice placement
Cope, P., Cuthbertson, P., & Stoddart, B. (2000) · Journal of Advanced Nursing · doi:10.1046/j.1365-2648.2000.01343.x · Cited by 250
Glaser, R. A. (1991) · Learning and Instruction · doi:10.1016/0959-4752(91)90023-2 · Cited by 242
Cognition and Technology Group at Vanderbilt (1992) · Educational Psychologist · doi:10.1207/s15326985ep2703_3 · Cited by 241
The relationship between organizational culture and the deployment of agile methods
Iivari, J., & Iivari, N. (2010) · Information and Software Technology · doi:10.1016/j.infsof.2010.10.008 · Cited by 284
“Enculturation thus refers to gaining an implicit sense of those meanings and purposes [11].”
BackgroundHerrington, J., & Herrington, A. J. (1998) · Higher Education Research & Development · doi:10.1080/0729436980170304 · Cited by 253
“The social context of learning has been a focus of attention in educational thought since the mid to late 1980s, and was given prominence with the publication of several papers on the theory of situated learning or situated cognition ( Brown, Collins, & Duguid, 1989; Collins, Brown, & Newman, 1989; Lave & Wenger, 1991…”
BackgroundIdentifying Situated Cognition in Organizations
Elsbach, K. D., Barr, P. S., & Hargadon, A. B. (2005) · Organization Science · doi:10.1287/orsc.1050.0138 · Cited by 250
“Learning research suggests that knowledge is both learned and applied in context and, as such, it “is situated, being in part a product of the activity, context, and culture in which it is developed and used” ( Brown et al. 1989, p. 32 ).”
BackgroundThe Add-on Impact of Mobile Applications in Learning Strategies: A Review Study
Jeng, Y.-L., Wu, T. T., Huang, Y. M., Tan, Q., & Yang, S. J. H. (2010) · Cited by 238
Empirically-based guidelines for the design of interactive multimedia
Park, I., & Hannafin, M. J. (1993) · Educational Technology Research and Development · doi:10.1007/bf02297358 · Cited by 241
“Many (e.g., Brown et al., 1989 ) view learning and cognition as being situated, that is, knowledge and context are inextricably tied.”
BackgroundLearning Fractions with Understanding: Building on Informal Knowledge
Mack, N. K. (1990) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.21.1.0016 · Cited by 282
Kelley, T. R., Knowles, J. G., Holland, J. D., & Han, J. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00211-w · Cited by 238
What happened to cognitive science?
Núñez, R. E., Allen, M., Gao, R., Rigoli, C. M., Relaford‐Doyle, J., & Semenuks, A. (2019) · Nature Human Behaviour · doi:10.1038/s41562-019-0626-2 · Cited by 264
Foreign language acquisition via artificial intelligence and extended reality: design and evaluation
Divekar, R. R., Drozdal, J., Chabot, S. R. V., Zhou, Y., Su, H., Chen, Y., Zhu, H., Hendler, J., & Braasch, J. (2021) · Computer Assisted Language Learning · doi:10.1080/09588221.2021.1879162 · Cited by 313
“XR can create opportunities for situated learning and provide a more meaningful connection with learning material and the community (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991).”
Teacher Participation in Online Communities
Hur, J. W., & Brush, T. A. (2009) · Journal of Research on Technology in Education · doi:10.1080/15391523.2009.10782532 · Cited by 260
Bell, R. L., Matkins, J. J., & Gansneder, B. M. (2010) · Journal of Research in Science Teaching · doi:10.1002/tea.20402 · Cited by 256
Situationally embodied curriculum: Relating formalisms and contexts
Barab, S. A., Zuiker, S. J., Warren, S., Hickey, D., Ingram-Goble, A. A., Kwon, E., Kouper, I., & Herring, S. C. (2007) · Science Education · doi:10.1002/sce.20217 · Cited by 246
“here, and one that is consistent with the wealth of work related to situated cognition (Brown et al., 1989; Greeno, 1993; Lave, 1988; Lave & Wenger, 1991), is that a context of use has the potential to change fundamentally the very meaning of the formalism.”
BackgroundInfluentialSemken, S. C. (2005) · Journal of Geoscience Education · doi:10.5408/1089-9995-53.2.149 · Cited by 236
“Situated learning theory (Lave, 1988; Brown et al., 1989; Lave and Wenger, 1991) holds that all learning is a function of the sociocultural or environmental context in which it occurs, and thus knowledge and skills are most effectively taught in settings and through activities that authentically involve or engage such…”
BackgroundFacilitating Elementary Principals' Support for Instructional Teacher Leadership
Mangin, M. M. (2007) · Educational Administration Quarterly · doi:10.1177/0013161x07299438 · Cited by 258
“More recently, theorists have adopted a socioconstructivist or situated view of learning (Brown et al., 1989; Greeno et al., 1996; Lave & Wenger, 1991) that regards “sense making as occurring in specific contexts which have material and social characteristics” (Nelson & Sassi, 2005, p. 32) and…”
BackgroundResultInfluentialAcademic literacy in mathematics for English Learners
Moschkovich, J. N. (2015) · The Journal of Mathematical Behavior · doi:10.1016/j.jmathb.2015.01.005 · Cited by 251
Games, Learning, and Assessment
Shute, V. J., & Ke, F. (2012) · Springer eBooks · doi:10.1007/978-1-4614-3546-4_4 · Cited by 259
Online interaction impacts on learning: teaching the teachers to teach online
Wilson, G., & Stacey, E. (2004) · Cross Connect (Southern Cross University) · doi:10.14742/ajet.v20i1.1366 · Cited by 233
Science Education for the Twenty First Century
Osborne, J. (2007) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/ejmste/75396 · Cited by 234
“Secondly, the notion that science develops generalizable, transferable skills is also an assumption questioned by the body of research which suggests that people's use of knowledge and reasoning is situated within a context ( Brown, Collins, & Duiguid, 1989; Carraher, Carraher, & Schliemann, 1985; Lave, 1988) and that…”
BackgroundSituated learning in translator and interpreter training: bridging research and good practice
González-Davies, M., & Raído, V. E. (2016) · The Interpreter and Translator Trainer · doi:10.1080/1750399x.2016.1154339 · Cited by 265
Etkina, E., Karelina, A., Ruibal-Villasenor, M., Rosengrant, D., Jordan, R., & Hmelo-Silver, C. (2010) · Journal of the Learning Sciences · doi:10.1080/10508400903452876 · Cited by 243
“In this approach, learning is supported by means of modeling, coaching, and scaffolding ( J. S. Brown, Collins, & Duguid, 1989 ; Collins et al, 1989 ).”
MethodThe promise of situated cognition
Wilson, A. L. (1993) · New Directions for Adult and Continuing Education · doi:10.1002/ace.36719935709 · Cited by 243
Gee, J. P. (2008) · Games and Culture · doi:10.1177/1555412008317309 · Cited by 285
Marsh, J. A., & Farrell, C. C. (2015) · Educational Management Administration & Leadership · doi:10.1177/1741143214537229 · Cited by 233
“Sociocultural theory assumes learning is embedded within social events, so in order to understand development, one must focus on how individuals participate in everyday, authentic activities involving their social peers, activities, and artifacts (Brown et al., 1989; Johnson and Golombek, 2003; Vygotsky, 1978).”
BackgroundSomekh, B. (1995) · British Educational Research Journal · doi:10.1080/0141192950210307 · Cited by 229
Online Collaborative Learning: Theory and Practice
Roberts, T. S. (2003) · Acquire (CQUniversity) · Cited by 229
Koschmann, T. D., Myers, A. C., Feltovich, P. J., & Barrows, H. S. (1994) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0303_2 · Cited by 229
Grounded practice and the design of constructivist learning environments
Hannafin, M. J., Hannafin, K. M., Land, S. M., & Oliver, K. M. (1997) · Educational Technology Research and Development · doi:10.1007/bf02299733 · Cited by 228
“Constructivist designers draw upon psychological foundations from theories such as situated learning ( Brown, Collins, & Duguid, 1989 ) and socially-shared cognition (Resnick, Levine, & Teasley, 1991).”
BackgroundAutomated Scoring of Complex Tasks in Computer-Based Testing
(2006) · Routledge eBooks · doi:10.4324/9780415963572 · Cited by 229
Hogan, K. (1999) · Journal of Research in Science Teaching · doi:10.1002/(sici)1098-2736(199912)36:10 · Cited by 133
Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge
Mack, N. K. (1995) · Journal for Research in Mathematics Education · doi:10.2307/749431 · Cited by 237
Könings, K. D., Brand‐Gruwel, S., & van Merriënboer, J. J. G. (2005) · British Journal of Educational Psychology · doi:10.1348/000709905x43616 · Cited by 238
The professional practice of mentoring
Schwille, S. A. (2008) · American Journal of Education · doi:10.1086/590678 · Cited by 224
“Learning the intellectual tasks of teaching requires situating that learning in the actual doing of those tasks much as an apprentice learns by watching and trying out the tasks she or he is attempting to learn (Brown et al. 1989; Lave and Wenger 1991).”
BackgroundInfluentialSinatra, G. M., & Broughton, S. H. (2011) · Reading Research Quarterly · doi:10.1002/rrq.005 · Cited by 228
The School Science Laboratory: Historical Perspectives and Contexts for Contemporary Teaching
Lunetta, V. N. (1998) · Springer eBooks · doi:10.1007/978-94-011-4940-2_16 · Cited by 224
Borko, H., Mayfield, V., Marion, S. F., Flexer, R. J., & Cumbo, K. (1997) · Teaching and Teacher Education · doi:10.1016/s0742-051x(96)00024-8 · Cited by 220
Trends in Research on Writing as a Learning Activity
Klein, P. D., & Boscolo, P. (2016) · Journal of Writing Research · doi:10.17239/jowr-2016.07.03.01 · Cited by 226
Understanding and governing learning in sustainability transitions: A review
van Mierlo, B., & Beers, P. J. (2018) · Environmental Innovation and Societal Transitions · doi:10.1016/j.eist.2018.08.002 · Cited by 251
Pedagogical perspectives on the relationships between higher education and working life
Tynjälä, P., Välimaa, J., & Sarja, A. (2003) · Higher Education · doi:10.1023/a:1024761820500 · Cited by 219
“Brown et al. 1989; Lave and Wenger 1991; Rogoff 1991; Darrah 1995; Wenger 1998).”
The nature of learning and its implications for research on learning from museums
Rennie, L. J., & Johnston, D. J. (2004) · Science Education · doi:10.1002/sce.20017 · Cited by 237
Representing Student Argumentation as Functionally Emergent From Scientific Activity
Manz, E. (2014) · Review of Educational Research · doi:10.3102/0034654314558490 · Cited by 236
“How to develop these hybrid structures in class-rooms, where students are both empowered to participate in scientific activity and supported to use powerful disciplinary practices and ideas, is an enduring question (J. S. Brown, Collins, & Duguid, 1989; Engle & Conant, 2002; Ford & Wargo, 2012).”
Promoting Transfer by Grounding Complex Systems Principles
Goldstone, R. L., & Wilensky, U. J. (2008) · Journal of the Learning Sciences · doi:10.1080/10508400802394898 · Cited by 228
Analyzing collaborative interactions: divergence, shared understanding and construction of knowledge
Puntambekar, S. (2004) · Computers & Education · doi:10.1016/j.compedu.2004.10.012 · Cited by 220
Student-Directed Assessment of Knowledge Building Using Electronic Portfolios
van Aalst, J., & Chan, C. K. K. (2007) · Journal of the Learning Sciences · doi:10.1080/10508400701193697 · Cited by 225
“Contemporary learning theories emphasize that learning is social, distributed, and collective (Bereiter, 2002; Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991; Salomon, 1993; Sfard, 1998).”
Implementation and evaluation of a student-centered learning unit: A case study
Brush, T. A., & Saye, J. W. (2000) · Educational Technology Research and Development · doi:10.1007/bf02319859 · Cited by 220
“There are numerous examples and strategies for implementing student-centered learning, including situated cognition and cognitive apprenticeship ( Brown et al., 1989; Choi & Hannafin, 1995), anchored instruction and m.acrocontexts (Cognition and Technology Group at Vanderbilt [CTGV], 1992,1993; Young, 1993), problem-b…”
BackgroundHoffman, J. V., Wetzel, M. M., Maloch, B., Greeter, E., Taylor, L. A., DeJulio, S., & Vlach, S. K. (2015) · Teaching and Teacher Education · doi:10.1016/j.tate.2015.09.004 · Cited by 266
Benefits of a Tangible Interface for Collaborative Learning and Interaction
Schneider, B., Jermann, P., Zufferey, G., & Dillenbourg, P. (2010) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2010.36 · Cited by 218
The Role of Computer Technology in Restructuring Schools.
Collins, A. (1991) · Phi Delta Kappan · Cited by 219
Self-citationLevin, B. B. (1995) · Teaching and Teacher Education · doi:10.1016/0742-051x(94)00013-v · Cited by 231
Roth, W., & Roychoudhury, A. (1993) · Journal of Research in Science Teaching · doi:10.1002/tea.3660300508 · Cited by 217
A development research agenda for online collaborative learning
Reeves, T. C., Herrington, J., & Oliver, R. (2004) · Educational Technology Research and Development · doi:10.1007/bf02504718 · Cited by 231
What Scientists Say: Scientists’ views of nature of science and relation to science context
Schwartz, R., & Lederman, N. G. (2008) · International Journal of Science Education · doi:10.1080/09500690701225801 · Cited by 227
The Current Perspectives, Theories and Practices of Mobile Learning
Özdamar, N., & Metcalf, D. H. (2011) · Journal of International Crisis and Risk Communication Research · Cited by 218
Currie, G., & White, L. (2012) · Organization Studies · doi:10.1177/0170840612457617 · Cited by 232
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
About these checks
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.
A language model drew the claims from the paper on 2026-10-10, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-10 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
