The Situative Perspective in Educational Psychology在教育心理学的情境观点.pptVIP

Situative Cognition in Educational Psychology Ed Tech Masters Program Summer 2005 What is Situative Cognition? Also known as Situated, Sociohistoric or Socicultural. The fields of ethnography, sociolinguistics, anthropology, and sociology contributed to this perspective. Learning is tied to the context or situation, students’ culture shapes their cognitive development, learning is highly social. What is Situative Cognition? II Situative cognition focuses more on the social rather than the individual as cognitive psychology tends to do; All learning is social. “Views knowledge as distributed among people and their environments, including the objects, artifacts, tools, books, and the communities of which they are a part.” –Greeno, Collins, Resnick, 1996 Lev Vygotsky (1896 – 1933) Vygotsky Continued Unlike Piaget’s image of the individual constructing understanding alone, Vygotsky saw cognitive development as depending more on interactions with the people and tools in the child’s world. Tools are real: pens, paper, computers; or symbols: language, math systems, signs ...and more Vygotsky Vygotsky developed the theory of the Zone of proximal development (zoped) The zoped is the distance between where a learner is at developmentally on their own and where a learner could be with the help of a more knowledgeable other. A more knowledgeable other can be an adult or a peer, helping a learner in this way is to scaffold their learning. A Little on Learning Two main elements of learning in situated cognition: All learning is social and happens within a community through participation. Learning is tied to its situation or context. More on Learning Learning occurs through participation in a group, all learning is social. New participants initially observe and participate peripherally, as they gain experience they become more central participants. This is an apprentice approach to learning. “Cognitive apprenticeship” – Collins, Brown, Newman (1989) …and