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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- 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
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Similarly, it is common for students to acquire algorithms, routines, and decontextualized definitions that they cannot use and that therefore lie inert.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- 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.
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- 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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The authors examine one such method and argue that its lack of success is a direct result of this assumption.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- 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.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Knowledge, we claim, is partially embedded in the social and physical world.”
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: 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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“And the general strategies for intuitive reasoning, resolving issues, and negotiating meaning that people develop through everyday activity are superseded by the precise, well-defined problems, formal definitions, and symbol manipulation that characterize much school activity.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- 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.”
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“To learn to use tools as practitioners use them, students, like apprentices, must be enabled to enter that community and its culture.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Within a culture, ideas are exchanged and modified and belief systems developed and appropriated in part through conversation and narratives”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Learning is instead a continual process needing above all authentic activity to support its development.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The social network within the culture helps them develop its language and the belief systems and promotes the process of enculturation.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. 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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“If, as we propose, learning is a process of enculturating that is supported in part through social interaction and the circulation of narrative”
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The group, however, permits different roles to be displayed and engenders reflective narratives and discussions about the aptness of those roles.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- 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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The belief system is instilled in the only way it can be, through practice in which the students actively take part.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- 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.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Successful execution of most individual tasks requires students to understand the many different roles needed for carrying out that task.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- 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.”
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. 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.”
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: 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.”
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus all concepts--even apparently well-defined, abstract technical concepts--are always under construction. They are never wholly definable, and they defy the sort of categorical descriptions that are conventionally used in teaching: part of their meaning is always inherited from the contexts in which they are used.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The adequacy of the solution they reach becomes apparent in relation to the role it must play in allowing activity to continue.”
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Conceptual tools similarly reflect the cumulative wisdom of the culture in which they are used and the insights and experience of individuals. Their meaning is not invariant but a product of negotiation within a culture and of practice in authentic activity.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“They are not merely context sensitive; they are completely context dependent. They can only be understood in relation to specific situations, from which indexicals are, for the purposes of interpretation, inseparable.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“But words and sentences are not islands, entire unto themselves. They rely on the context in which they are used--and not just the linguistic context--to be understood.”
What the sources say
- Not matchedcites Nunberg, 1978
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“He filled a measuring cup two-thirds full of cottage cheese, dumped it out on the cutting board, patted it into a circle, marked a cross on it, scooped away one quadrant, and served the rest.”
What the sources say
- Not matchedcites Lave (1988b)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Instead, it may be more useful to consider conceptual knowledge as in some ways similar to a set of tools.”
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Learning and acting are, as a result, interestingly indistinct, learning being a continuous, life-long process resulting from acting in situations.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Tools share several significant features with knowledge; in particular, both can be fully understood in use, and both, if fully understood, change the way their users look at the world.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Activity, concept, and culture are interdependent. No one can be totally understood without the other two. Learning must therefore involve all three.”
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“His class' goal, by contrast, is to understand the mathematical nature of magic squares, and it is in part by doing this that the belief system is exemplified.”
plainstates a causeSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“So knowledge, which comes coded by and connected to the activity and environment in which it is developed, is spread across its component parts--some of which are in the mind and some in the world--as the final picture on a jigsaw is spread across its component pieces.”
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Conversely, though schooling seeks to encourage problem solving, it disregards most of the inventive heuristics that students bring to the classroom.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“by pointing to different decompositions, it stresses that heuristics are not absolute, but assessed with respect to a particular task--and that even algorithms can be assessed in this way.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“by allowing students to generate their own solution paths, it helps make them conscious, creative members of the culture of problem-solving mathematicians.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
In the paper
“Lampert (1986) also involves her students in mathematical exploration, which she tries to make continuous with their everyday knowledge.”
What the sources say
- Not checked — no full text of the sourcecites Lampert (1986) source
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“And, in enculturating through this activity, they acquire some of the culture's tools--a shared vocabulary and the means to discuss, reflect upon, evaluate, and validate community procedures in a collaborative process.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“The students start with an extended procedure that parallels the story problem above. Eventually they find ways to shorten the process, and they usually arrive at the standard algorithm, justifying their findings with the stories they had created earlier.”
What the sources say
- Not matchedcites Lampert
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the ensuing situations, the appropriateness of the word is tested and, as with all conceptual knowledge, each application has the potential to change an individual's understanding of both the word and the world --the two are interdependent.”
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“She tries to inculcate an inseparable understanding of all of these kinds of knowledge and the connections between them, and thus to bridge the huge gap that emerges from much conventional teaching between conceptual knowledge and problem-solving activity--between, as we characterized them at the beginning, knowing and doing.”
What the sources say
- Not matchedcites Lampert
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
In the paper
“Thus, Lampert presents the algorithm as one more useful strategy to help them resolve community problems.”
What the sources say
- Not matchedcites Lampert
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“by beginning with a task embedded in a familiar activity, it shows the students the legitimacy of their implicit knowledge and its availability as scaffolding in apparently unfamiliar tasks.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Indexical terms are virtually transparent. They, like a signpost, draw little or no attention to themselves.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Eagleton (1983) describes reading as just such an enriching process, through which people continually change how they read and this, in turn, changes what they are reading.”
What the sources say
- Not matchedcites Eagleton (1983)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
In the paper
“By deliberately engaging students in authentic mathematical practice, he reaches well beyond the inculcation of problem-solving skills. His method, much more importantly, provides students with the opportunity to enter the culture of mathematical practice, which enables them to use those skills as practitioners.”
What the sources say
- Not matchedcites Schoenfeld
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boostedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“The class worked collectively through a number of strategies, in which, on reflection, they recognized more general and more powerful mathematical ideas.”
What the sources say
- Not matchedcites Schoenfeld
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a causeSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“prevalent school practices still broadly assume that knowledge is individual and self-structured, that schools are neutral with respect to what is learned in them, that concepts are abstract and immutable and independent of the activity in which they are acquired and used, and that JPF behavior is something to be discouraged.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“Schoenfeld is careful to emphasize that all these strategies are illustrated in action, developed by the class, not declared by the teacher.”
What the sources say
- Not matchedcites Schoenfeld
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“Lave (1988c) describes how some students feel it necessary to disguise effective strategies so that teachers believe the problems have been solved in the school-approved way.”
What the sources say
- Not matchedcites Lave (1988c)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the terms of cognitive apprenticeship, we can represent the progress of the students from embedded activity to general principles of the culture as presented in Figure 3.”
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“The class went on to explore other possible magic squares and thereby discovered general principles (e.g., an algebraic form for describing them).”
What the sources say
- Not matchedcites Schoenfeld
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a causeSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As an indication that he is working in the culture of mathematics, not in the culture of schooling, he does not stop at what, in culture of school practice, marks the end: an answer.”
hedgedstates an associationSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Schoenfeld's teaching of problem solving (1985, in press) attempts to show college students how to think mathematically about the world, how to see the world through mathematicians' eyes, and thus how to use the mathematician's tools.”
What the sources say
- Not checked — no full text of the sourcecites Schoenfeld (1985, in press) source
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Recurring features of the environment seem to afford recurrent sequences of actions.”
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This sort of dialectical process is common to all activity, and it similarly undermines any assumption that once conceptual knowledge has been described and applied in exercises, the task of teaching or learning has been finished.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Schoenfeld's approach, on the other hand, points in particular to the way in which students can be exposed to the authentic ways of thinking of a culture and its conceptual viewpoint, as much as to its subject matter.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A proposition, as we pointed out above, can only be correctly interpreted in the context of the situation in which it is used.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“And apprenticeship also suggests the paradigm of situated modeling, coaching, and fading (Collins, Brown, & Newman, 1989), whereby teachers or coaches promote learning first by modeling their strategies for students in authentic activity. Then teachers and colleagues support a student's attempts at doing the task. And finally they empower the student to coatinue independent of the teacher.”
What the sources say
- Not matchedcites Collins, Brown, & Newman, 1989
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“An epistemology that begins with activity and perception, which are first and foremost embedded in the world, may simply bypass the classical problem of reference--of mediating conceptual representations.”
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is at this stage, in short, that students no longer behave as archetypal students but participate in the activity of practitioners and develop their conceptual understanding through social interaction and collaboration in the culture of the domain, not of the school.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Lave (1988a) and Lave and Wenger (in preparation) point out the importance for apprentices of learning their craft in the appropriate community of practice, towards the center of which they continuously progress through gradual enculturation.”
What the sources say
- Not matchedcites Lave (1988a)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Lave and Wenger (in preparation)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This in turn fosters generalizing, grounded in the students' situated understanding.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These then occupy a place in our ontology and become something more to learn about rather than simply something useful in learning.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“groups of practitioners are particularly important, for it is only within groups that social interaction and conversation can take place.”
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast, indexical representations seem to gain their efficiency by leaving a great deal of the context underrepresented or implicit.”
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
The paper relies on this without support.
Most school activity exists in a culture of its own.
“The idea that most school activity exists in a culture of its own helps explain many of the difficulties of cultivating robust domain learning in school.”
The paper relies on this without support.
Schools demand a qualitative change in behavior.
“Schools do seem to demand a qualitative change in behavior, however.”
The paper relies on this without support.
What a student is expected to do and what a JPF does are significantly different.
“What the student is expected to do and what a JPF does are significantly different.”
The paper relies on this without support.
The school situation is extremely specialized.
“But the school situation is extremely specialized.”
The paper relies on this without support.
An unacknowledged dependency on school-based cues makes learning extremely fragile when viewed from outside school.
“Viewed from outside, where problems do not come in text books, an unacknowledged dependency on such school-based cues makes the learning extremely fragile.”
The paper relies on this without support.
Many professions with generally acknowledged cognitive content (e.g., law, medicine, architecture, business) have traditionally been learned through apprenticeship.
“Certainly many professions with generally acknowledged cognitive content--for example, law, medicine, architecture, business, etc.--have nonetheless traditionally been learned through apprenticeship.”
The paper relies on this without support.
Advanced graduate students in humanities, social sciences, and physical sciences acquire extremely refined research skills through apprenticeship with senior researchers.
“Moreover, advanced graduate students in the humanities, the social sciences, and the physical sciences, acquire their extremely refined research skills through the apprenticeship they serve with senior researchers.”
The paper relies on this without support.
Advanced graduate students, like all apprentices, must recognize and resolve ill-defined problems that issue out of authentic activity, in contrast to well-defined exercises typically given in textbooks and exams throughout earlier schooling.
“Then they, like all apprentices, must recognize and resolve the ill-defined problems that issue out of authentic activity, in contrast to the welldefined exercises that are typically given to them in text books and on exams throughout their earlier schooling.”
The paper relies on this without support.
Students who are taught individually rather than collaboratively can fail to develop skills needed for collaborative work.
“Students who are taught individually rather than collaboratively can fail to develop skills needed for collaborative work.”
The paper relies on this without support.
For centuries epistemologists have concentrated primarily on conceptual representation and its problematic relation to objects in the world, assuming that representation is cognitively prior to all else.
“For centuries epistemologists have concentrated primarily on conceptual representation and its problematic relation to objects in the world, assuming that representation is cognitively prior to all else.”
The paper relies on this without support.
Teachers rarely have the opportunity to hear enough of what students think to recognize when the information offered back by students is only a surface retelling for school purposes that may mask deep misconceptions about the physical world and problem-solving strategies.
“Teachers rarely have the opportunity to hear enough of what students think to recognize when the information that is offered back by students is only a surface retelling for school purposes (the handing back of an uncomprehended tool, as we described it at the beginning) that may mask deep misconceptions about the physical world and problem-solving strategies.”
The paper relies on this without support.
A common strategy in trying to overcome difficult pedagogic problems is to make as much as possible explicit.
“A common strategy in trying to overcome difficult pedagogic problems is to make as much as possible explicit.”
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 6,001–6,100 of 13,065
Everydayness of teachers' practical knowledge in the physical education class
Km, M., & Minho, S. (2012) · 교육과정연구 · doi:10.15708/kscs.30.3.201209.002 · Cited by 9
Abdallah, M. M. S. (2013) · Al-Mağallah Al-ʿilmiyyaẗ Li Kulliyyaẗ Al-Tarbiyyaẗ - Ǧāmiʿaẗ Awadī Al-Ǧadīd/Al-Mağallah Al-ʿilmiyyaẗ Li Kulliyyaẗ Al-Tarbiyyaẗ - Ǧāmiʿaẗ El-Wadī Al-Ǧadīd · doi:10.21608/sjsw.2013.227109 · Cited by 9
“In this sense, situated, contextualised practice leads to deep understanding and meaningful learning (Brown et al., 1989).”
BackgroundJia, J. (2009) · IGI Global eBooks · doi:10.4018/978-1-60566-166-7.ch012 · Cited by 9
Akçay, S. (2016) · Educational Research and Reviews · doi:10.5897/err2016.3064 · Cited by 9
“In addition, the current culture and social environment has a significant share in learning (Brown et al., 1989).”
BackgroundEmerging Reading and the Social Practice Turn in Literacy: Still Becoming a Nation of Readers
Hoffman, J. V., Martínez, R. A., & Danielson, K. A. (2016) · Journal of Education · doi:10.1177/002205741619600304 · Cited by 10
“These scholars challenged the notion of literacy as an inside the head decontextualized set of skills by forwarding the view of literacy as a social and cultural achievement. NLS scholars saw readers and writers as engaged in practices that are socially and culturally situated. These literacy practices include the con…”
BackgroundService Learning Integrated in Urban School Counselor Preparation.
Wilczenski, F. L., & Schumacher, R. A. (2008) · Journal of school counseling · Cited by 9
Gessler, M., Nägele, C., & Stalder, B. E. (2021) · International Journal for Research in Vocational Education and Training · doi:10.13152/ijrvet.8.4.8 · Cited by 16
Alternatives to Trajectories and Pathways to Describe Development in Modeling and Problem Solving
Lesh, R., & Doerr, H. M. (2012) · Vieweg+Teubner eBooks · doi:10.1007/978-3-8348-2389-2_15 · Cited by 9
Exploring cognitive apprenticeship and teaching practices in pharmacy education
Minshew, L. M., Malone, D. T., Cain, J. J., & McLaughlin, J. E. (2022) · Advances in Health Sciences Education · doi:10.1007/s10459-022-10132-8 · Cited by 10
“The CA framework provides guidance to experts (i.e., faculty) on how to explicate their knowledge through the creation of a learning environment that fosters and supports learners in developing expertise in a particular discipline (Brown et al., 1989; Collins et al., 1991).”
BackgroundZuckerman, A. L., & Lo, S. M. (2022) · CBE—Life Sciences Education · doi:10.1187/cbe.21-10-0295 · Cited by 10
“…knowledge and responsibilities but participate in authentic activities to acquire knowledge and skills that would ideally mobilize them from the periphery to the center of the community (Brown et al. , 1989; Farmer et al. , 1992; Hunter et al. , 2007; Balster et al. , 2010; Thiry et al. , 2011).”
Design, implementation and evaluation of the Hedy programming language
Gilsing, M., Pelay, J., & Hermans, F. (2022) · Journal of Computer Languages · doi:10.1016/j.cola.2022.101158 · Cited by 9
Learning How to Learn in a Real-Life Context
Arvanitis, A., Touloumakos, A. Κ., Dimitropoulou, P., et al. (2022) · European Journal of Psychology Open · doi:10.1024/2673-8627/a000027 · Cited by 9
Teachers' Perceptions of the Use of the Metaverse in Foreign Language Teaching and Learning
Aydın, S. (2022) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-6684-6513-4.ch011 · Cited by 9
Newer Theories for Digital Learning Spaces
Downes, S. (2023) · Handbook of Open, Distance and Digital Education · doi:10.1007/978-981-19-2080-6_8 · Cited by 22
The Smart Use of Smart Technologies in Teaching and Learning: Where we are and Where we Need to be
Steehler, A. J., Pettitt‐Schieber, B., & Alexander, P. A. (2022) · Ear Nose & Throat Journal · doi:10.1177/01455613231154037 · Cited by 9
Abramenka‐Lachheb, V., & de Siqueira, A. (2022) · Journal of Teaching and Learning with Technology · doi:10.14434/jotlt.v11i1.34591 · Cited by 9
Saenz, M. B., Nandakumar, V., & Adamuti‐Trache, M. (2023) · International Journal of Education in Mathematics Science and Technology · doi:10.46328/ijemst.2528 · Cited by 9
“Moreover, an authentic teacher creates a cognitive apprenticeship environment to share expertise and enable the apprentices “to acquire, develop, and use cognitive tools in authentic domain activity” (Brown et al., 1989, p.39).”
Pratt, N., & Alderton, J. (2023) · The Curriculum Journal · doi:10.1002/curj.202 · Cited by 9
Calleja, J., Foster, C. F., & Hodgen, J. (2023) · Research in Mathematics Education · doi:10.1080/14794802.2023.2176915 · Cited by 9
“…a shift towards programmes that model inquiry pedagogies (Loucks-Horsley et al., 2010), promoting a “ task-fi rst ” approach to lesson structure (see Sullivan et al., 2015) and including activities that are similar to those that teachers could be using in their classrooms (see Brown et al., 1989).”
Estimation of carbon stock and emission of community forests in Eastern Amhara, Ethiopia
BIADGLIGNE, A., Gobezie, T., MOHAMMED, A., & Feleke, E. (2022) · Asian Journal of Forestry · doi:10.13057/asianjfor/r060203 · Cited by 9
Visualizing the Science of Genomics
Takayama, K. M. (2005) · Springer eBooks · doi:10.1007/1-4020-3613-2_12 · Cited by 9
The Knowing/Doing Gap: Challenges of Effective Writing Instruction in High School
Read, S., & Landon‐Hays, M. (2013) · ScholarWorks - WMU (Western Michigan University) · Cited by 9
An Exploratory Study of the Role of Technology in the Rise of Homeschooling
Andrade, A. G. (2008) · OhioLink ETD Center (Ohio Library and Information Network) · Cited by 9
Koehler, C. M., Bloom, M., & Binns, I. C. (2013) · The Electronic Journal of Science Education · Cited by 9
The Reflective Learner: Perspectives of Engineering Faculty Engaged In Learning through Service
Tucker, B. G., Kazmer, D. O., Bielefeldt, A. R., Paterson, K. G., Pierrakos, O., Soisson, A., & Swan, C. (2014) · International Journal for Service Learning in Engineering Humanitarian Engineering and Social Entrepreneurship · doi:10.24908/ijsle.v9i2.5448 · Cited by 12
A cross-cultural exploration of situated learning and coping
Bose, M., & Ye, L. (2015) · Journal of Retailing and Consumer Services · doi:10.1016/j.jretconser.2015.01.010 · Cited by 9
“Research on learning suggests that knowledge is both learned and applied in context and as such, “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).”
BackgroundSituated cognition and narrative heuristic: evidence from retail investors and their brokers
Tarım, E. (2013) · European Journal of Finance · doi:10.1080/1351847x.2013.858054 · Cited by 9
Nicholl, B., Flutter, J., Hosking, I. M., & Clarkson, P. J. (2013) · The Curriculum Journal · doi:10.1080/09585176.2012.744696 · Cited by 10
“…and learning in D&T exemplifies ‘situated learning’ (Lave and Wenger 1991) which can be a powerful tool for developing cognition through what Brown, Collins, and Duguid (1989) describe as ‘cognitive apprenticeship’: Cognitive apprenticeship supports learning in a domain by enabling…”
MethodKhoo, E., & Forret, M. (2011) · Waikato journal of education · doi:10.15663/wje.v16i1.75 · Cited by 9
Howe, A. C., Ashton, K. E., & Hooper, L. (2006) · Primary Care and Community Psychiatry · doi:10.1185/135525707x183049 · Cited by 9
Computer‐Assisted Instruction and Conceptual Change
Biemans, H. J. A., & Simons, P. R. J. (1996) · Educational Research and Evaluation · doi:10.1080/1380361960020104 · Cited by 9
Basic Life Support Instructor Training
Einspruch, E. L., Lembach, J., Lynch, B., Lee, W., Harper, R., & Fleischman, R. J. (2011) · Journal for Nurses in Staff Development · doi:10.1097/nnd.0b013e318217b421 · Cited by 9
The Character of Successful Trainings with Serious Games
Becker, T. (2010) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v5s3.1498 · Cited by 9
“The importance of context and “authenticity” in learning has been emphasized by Brown, Collins and Duguid [8].”
BackgroundDevelopment of an assistance environment for tutors based on a co-adaptive design approach
Lavoué, É., George, S., & Prévôt, P. (2010) · Behaviour and Information Technology · doi:10.1080/01449290903481418 · Cited by 10
“According to social learning theory (Brown et al. 1989), social interactions are not only sources of learning in themselves but they also oblige users to question their own experiences by comparison with those of the other users, and to make them explicit.”
Theory and theory-driven practices of Activity Based Intervention.
Macy, M. G. (2007) · Journal of Early and Intensive Behavior Intervention · doi:10.1037/h0100392 · Cited by 9
“The authenticity of experiences and activities created for children occurs through structuring the activity and learning in the environment (Brown et al., 1989).”
BackgroundPorcaro, D. S., Incorporated, S., & Minneapolis (2011) · The International Journal of Education and Development using Information and Communication Technology (The University of the West Indies) · Cited by 9
Detecting Cognitive Change in the Math Skills of Low-Achieving Adolescents
Cho, S., Bottge, B. A., Cohen, A. S., & Kim, S. (2009) · The Journal of Special Education · doi:10.1177/0022466909351579 · Cited by 9
Authentic activity as a model for Web-based learning
Reeves, T. C., Herrington, J., & Oliver, R. (2002) · Murdoch University Research Portal · Cited by 9
Against standardised experience: leaving our marks on the palimpsests of disciplinary knowledge
McArthur, J. (2012) · Teaching in Higher Education · doi:10.1080/13562517.2012.711934 · Cited by 11
Engaging Medical Students in the Basic Science Years with Clinical Teaching
Burgess, A. W., & Mellis, C. (2015) · Journal of Medical Education and Curricular Development · doi:10.4137/jmecd.s18921 · Cited by 10
Pillay, R., Bozalek, V. G., & Wood, D. (2015) · Social Work/Maatskaplike Werk · doi:10.15270/51-4-464 · Cited by 9
Vocabulary input in EFL textbooks: frequency levels
Mármol, G. A. (2009) · Cited by 9
Interdisciplinary Learning through a Connected Classroom
Baker, J. M., T, C. K., Hall, R. H., et al. (2004) · International journal of engineering education · Cited by 9
Naturfag i skolen i et kritisk demokratisk dannelsesperspektiv
Paulsen, A. (2012) · Nordic Studies in Science Education · doi:10.5617/nordina.425 · Cited by 9
Video as Context and Conduit for Problem-Based Learning
Hmelo‐Silver, C. E., Jung, J., Lajoie, S. P., Yu, Y., Lu, J., Wiseman, J., & Chan, L. K. (2015) · Advances in medical education · doi:10.1007/978-3-319-08275-2_4 · Cited by 10
A Model of Mobile Faculty Presence in Nursing Education Practice
Park, C. L. (2010) · Cited by 9
The Utility of Disruptive Technologies in Interprofessional Education
Hutchings, M., Quinney, A., & Scammell, J. M. E. (2010) · IGI Global eBooks · doi:10.4018/978-1-61520-889-0.ch016 · Cited by 9
Explaining the Educational Power of Games
Lainema, T., & Saarinen, E. (2010) · IGI Global eBooks · doi:10.4018/978-1-61520-781-7.ch002 · Cited by 9
USE OF FACEBOOK FOR ACADEMIC NETWORK LEARNING IN UNIVERSITAS TERBUKA - INDONESIA
Susilo, A. (2008) · AAOU Journal/AAOU journal · doi:10.1108/aaouj-03-02-2008-b003 · Cited by 9
"How can I help?": Practicing familial support through simulation
Coughlin, A. B., & Dotger, B. H. (2016) · Teacher education quarterly (Claremont, Calif.) · Cited by 8
Yanisko, E. (2016) · Journal of Urban Mathematics Education · doi:10.21423/jume-v9i2a262 · Cited by 9
Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students
Virkkula, E., & Nissilä, S. (2017) · Center for Educational Policy Studies Journal · doi:10.26529/cepsj.290 · Cited by 11
“In music students’ education learning strategies are needed e.g. in the context of practice where students might have a chance to participate in “authentic activity” with the support of skilful experts (Lebler, 2008; Brown et al., 1989).”
BackgroundXie, Q., Schauster, E. E., & Neill, M. S. (2018) · Journal of Current Issues & Research in Advertising · doi:10.1080/10641734.2018.1490358 · Cited by 9
“Brown et al. (1989) mentioned that “students are too often asked to use the tools of a discipline without being able to adopt its culture” (33).”
BackgroundInfluentialOnline Affinity Networks as Contexts for Connected Learning
Ito, M., Martin, C., Rafalow, M. H., Tekinbaş, K. S., Wortman, A., & Pfister, R. C. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316823279.014 · Cited by 12
A Study of Pre-service Primary Teachers’ Discourse when Solving Didactic-Mathematical Tasks
Toscano, R., Izquierdo, J. M. G., & Sánchez, V. (2019) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/108631 · Cited by 9
“Perhaps the tasks posed in the mathematics teacher education course have failed in an important aspect pointed out by Brown et al. (1989): they have not encouraged the pre-service teachers to abstract from a classroom situation (in which they are students) to a professional context (in which they are teachers).”
BackgroundInfluentialTransformative Experience: A Critical Review and Investigation of Individual Factors
Pugh, K. J., Bergstrom, C. M., Wilson, L., Geiger, S., Goldman, J. A., Heddy, B. C., Cropp, S., & Kriescher, D. P. J. (2019) · Springer eBooks · doi:10.1007/978-3-319-17727-4_155-1 · Cited by 10
Implications of a Field-Based Police Leadership Development Programme
Davies, A. J., & Heysmand, M. (2019) · Policing A Journal of Policy and Practice · doi:10.1093/police/paz063 · Cited by 9
Ajodhia, A., & CohenMiller, A. (2019) · International Journal of Early Years Education · doi:10.1080/09669760.2019.1685467 · Cited by 8
“Yet, the literature, often insinuates dialogue and speech as the optimal mode for engaging in these social practices and interactions within community of learners (e.g. Bakhtin 1986; Barnes 1992, 1995; Brown, Collins, and Duguid 1989).”
BackgroundActivities for Humanizing Dance Pedagogy: Immersive Learning in Practice
Risner, D. (2019) · Journal of Dance Education · doi:10.1080/15290824.2019.1678753 · Cited by 9
“Situated cognition theory requires embedding learning in context, a perspective applied in immersive learning design to ensure that students experience learning problems focused on real-life contexts (Brown, Collins, and Duguid 1989).”
BackgroundSail training: using acculturation to activate a socio-cultural or natural pedagogy
Fletcher, E. (2020) · Pedagogy Culture and Society · doi:10.1080/14681366.2020.1735495 · Cited by 11
Ramaligela, S. M. (2020) · International Journal of Technology and Design Education · doi:10.1007/s10798-020-09570-5 · Cited by 17
“Ausubel (1980) Second, to understand how teachers use authentic knowledge to build learners’ understanding of different concepts, this study adopted the theory of situated cognition, as advocated by Brown et al. (1989) and Lave and Wenger (1991).”
BackgroundMETHOD FOR 3D-ENVIRONMENT DRIVEN DOMAIN KNOWLEDGE ELICITATION AND SYSTEM MODEL GENERATION
Japs, S., Kaiser, L., & Kharatyan, A. (2020) · Proceedings of the Design Society DESIGN Conference · doi:10.1017/dsd.2020.41 · Cited by 9
“The theory of situational cognition postulates that the elicitation of associated knowledge is more successful when people are placed in a situational context (Brown et al., 1989).”
BackgroundRigby, J., Andrews-Larson, C., & Chen, I. (2020) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812012200710 · Cited by 9
“It is likely that the instructional coach and these teacher workgroups needed the support of an expert other (Brown et al., 1989; Vygotsky, 1978) to engender their own professional learning about mathematics and pedagogical content knowledge.”
BackgroundMethod Development for Multimodal Data Corpus Analysis of Expressive Instrumental Music Performance
Visi, F., Östersjö, S., Ek, R., & Röijezon, U. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.576751 · Cited by 10
Özek, M. B., & Gür, D. (2021) · Trakya Eğitim Dergisi · doi:10.24315/tred.581539 · Cited by 9
Growing garden-based learning: mapping practical and theoretical work through design
Zuiker, S. J., & Riske, A. K. (2021) · Environmental Education Research · doi:10.1080/13504622.2021.1888886 · Cited by 12
Levin, L., & Verner, I. M. (2021) · International Journal of Engineering Pedagogy (iJEP) · doi:10.3991/ijep.v11i3.19893 · Cited by 11
“” Learning activities in the workshop were designed following the theory of situated cognition [19].”
BackgroundKessner, T. M., Parekh, P., Aguliera, E., et al. (2021) · Information and Learning Sciences · doi:10.1108/ils-08-2020-0185 · Cited by 9
Using flashcards for English second language creative writing in Grade 1
Mathura, S., & Zulu, F.-Q. B. (2021) · Reading & Writing · doi:10.4102/rw.v12i1.298 · Cited by 9
Tangibility of representations in engineering courses and the workplace
Barner, M. S., Brown, S., Bornasal, F., et al. (2021) · Journal of Engineering Education · doi:10.1002/jee.20439 · Cited by 9
Portillo-Blanco, A., Díez, J. R., Barrutia, O., & Guisasola, J. (2022) · Revista eureka sobre enseñanza y divulgación de las ciencias · doi:10.25267/rev_eureka_ensen_divulg_cienc.2022.v19.i1.1302 · Cited by 7
A Hypothesis Framework for Students’ Difficulties with Proof By Contradiction
Quarfoot, D., & Rabin, J. M. (2021) · International Journal of Research in Undergraduate Mathematics Education · doi:10.1007/s40753-021-00150-z · Cited by 9
ROLE OF ABDUCTIVE REASONING IN DIGITAL INTERACTION
Patokorpi, E. (2008) · Cited by 9
Giannitrapani, K. F., Brown‐Johnson, C. G., Connell, N. B., et al. (2022) · Journal of General Internal Medicine · doi:10.1007/s11606-022-07439-y · Cited by 9
Integrating Practice-Based Experiences with Higher Education
Billett, S. R. (2015) · Professional and practice-based learning · doi:10.1007/978-94-017-7230-3_1 · Cited by 14
de Córdoba, U. N., Bermúdez, G. M. Á., Chile, Bermúdez, G. M. Á., & Argentina, C. N. D. I. C. Y. T. ;. (2022) · Praxis Educativa · doi:10.19137/praxiseducativa-2022-260209 · Cited by 19
“Sobre el primero, Brown et al. (1989) apuntan a que la enseñanza escolar supone implícitamente que el conocimiento conceptual, si bien genérico, puede ser abstraído de las situaciones en las que ha sido usado y aprendido, lo que también se asocia con una concepción de que el conocimiento es externo…”
A Framework for Teaching and Learning Graphing in Undergraduate Biology
Gardner, S. M., Angra, A., & Harsh, J. A. (2022) · Contributions from biology education research · doi:10.1007/978-3-030-98592-9_8 · Cited by 9
Effects of a Cognitive Apprenticeship on Transfer of Argumentative Writing in Middle School Science
Paz, S. D. L., Butler, C. M., Levin, D. M., et al. (2022) · Learning Disability Quarterly · doi:10.1177/07319487221119365 · Cited by 9
“Over time teachers gradually remove scaffolds and students assume more responsibility for their own learning as they move toward mastery (J. S. Brown et al., 1989; De La Paz et al., 2014).”
BackgroundMethodAn Examination of the Relationship Between SkillsUSA Student Contest Preparation and Academics
Threeton, M. D., & Pellock, C. (2010) · Journal of Career and Technical Education · doi:10.21061/jcte.v25i2.481 · Cited by 9
A Social-Cultural View of Information Technology Integration in School Contexts
Koh, T.-S., & Hung, D. W. L. (2004) · Educational technology: The magazine for managers of change in education · Cited by 9
Examining the Effects of College Algebra on Students' Mathematical Dispositions
Watson, K. L. (2015) · ScholarsArchive (Brigham Young University) · Cited by 9
The development of year 3 students' place-value understanding : representations and concepts
Price, P. S. (2001) · Cited by 9
The Virtual Interactive Project: Teaching Analysis and Design Through Narrative and Drama
Ramiller, N. C. (2002) · Communications of the Association for Information Systems · doi:10.17705/1cais.00901 · Cited by 9
Traffic Signal System Misconceptions across three Cohorts
Hurwitz, D., Brown, S., Islam, M., et al. (2014) · Transportation Research Record Journal of the Transportation Research Board · doi:10.3141/2414-07 · Cited by 9
“In contrast, students learn between 100 and 200 words per year through formal classroom instruction, using tools such as vocabulary lists (13).”
BackgroundDIALOGANDO SABERES - PESQUISA E PRÁTICA DE ENSINO NA FORMAÇÃO DE PROFESSORES DE CIÊNCIAS E BIOLOGIA.
Mendes, R. R. L., & Munford, D. (2005) · Ensaio · doi:10.1590/1983-21172005070304 · Cited by 9
“…trazida pelos atendimentos em grupo, não é surpreendente se partimos da perspectiva de que a aprendizagem deve ser entendida como participação em uma comunidade (LAVE & WENGER, 1991), a partir do domínio das práticas e discursos de seus componentes (DRIVER et al., 1999; BROWN et al., 1989).”
BackgroundCONTEXTUALIZANDO A ABORDAGEM DE RADIAÇÕES NO ENSINO DE QUÍMICA
Medeiros, M. D. A., & Lobato, A. C. (2010) · Ensaio · doi:10.1590/1983-21172010120306 · Cited by 9
Student Defensiveness as a Threshold to Reflective Learning in Software Design
Schwartzman, L. (2007) · Informatics in Education · doi:10.15388/infedu.2007.14 · Cited by 9
From “everything changes” to “for high numbers, it changes just a bit”
Schnell, S., & Prediger, S. (2012) · ZDM · doi:10.1007/s11858-012-0434-x · Cited by 8
“In the light of the scientific discourse on situated cognition (e.g. Brown et al. 1989), it is not surprising that constructs built in one situational context are not automatically recognized and used for building - with in other situations.”
BackgroundKennedy, A. S., & Lees, A. (2015) · American Journal of Educational Research · doi:10.12691/education-3-6-17 · Cited by 9
“It is based on the belief that teacher education must be grounded in a practicebased theory of professional learning [7], as well as demonstrating a sensitivity to schools’ and community agencies’ structure and needs [55].”
BackgroundMashing The MUVE - A Mashup Model for Collaborative Learning in Multi-User Virtual Environments
Bennett, J., & Peachey, A. (2007) · Open Research Online (The Open University) · Cited by 9
Development of ecocampus: A prototype system for sustainable building design education
Ayer, S. K., Messner, J., & Anumba, C. (2014) · Journal of Information Technology in Construction · Cited by 9
Eugene, W., Hatley, L., McMullen, K. A., Brown, Q., Rankin, Y. A., & Lewis, S. (2009) · Lecture notes in computer science · doi:10.1007/978-3-642-02767-3_3 · Cited by 10
“[6] describe the cognitive apprenticeship model in which novices work with an expert to master a particular skill set.”
BackgroundSerrano, M. J. H. (2011) · Springer eBooks · doi:10.1007/978-3-642-20392-3_17 · Cited by 9
School Experience During Pre-Service Teacher Education from the Students’ Perspective
Goos, M., Arvold, B., Bednarz, N., et al. (2008) · New ICMI studies series · doi:10.1007/978-0-387-09601-8_9 · Cited by 9
Practice-Based Learning and Professional Education
Billett, S. R. (2012) · SensePublishers eBooks · doi:10.1007/978-94-6209-128-3_8 · Cited by 9
Digital games and learning: modelling learning experiences in the digital age
de Freitas, S., & Maharg, P. (2011) · ANU Open Research (Australian National University) · Cited by 9
Affordances and Constraints of Using the Socio-Political Debate for Authentic Summative Assessment
Anker-Hansen, J., & Andrée, M. (2015) · International Journal of Science Education · doi:10.1080/09500693.2015.1087068 · Cited by 9
Conceptual Perspectives and the Formal Curriculum
Harris, I. B. (2010) · Springer eBooks · doi:10.1007/978-94-007-0271-4_1 · Cited by 10
Gloria, A., & Abimbade, O. (2015) · American Journal of Educational Research · doi:10.12691/education-3-10-18 · Cited by 9
“[12] are researchers that have further developed the theory of situated learning, they emphasized the idea of cognitive apprenticeship: "Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop and use cognitive tools in authentic domain activity.”
Background
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
