Cognitive and Situated Learning Perspectives in Theory and Practice

In their recent exchange, Anderson, Reder, and Simon (1996 Anderson, Reder, and Simon (1997) and Greeno (1997) frame the conflicts between cognitive theory and situated learning theory in terms of issues that are primarily of interest to educational psychologists. We attempt to broaden the debate by approaching this discussion of perspectives against the background of our concerns as educators who engage in classroom-based research and instructional design in collaboration with teachers. We first delineate the underlying differences between the two perspectives by distinguishing their central organizing metaphors. We then argue that the contrast between the two perspectives cannot be reduced to that of choosing between the individual and the social collective as the primary unit of analysis. Against this background, we compare the situated viewpoint we find useful in our work with the cognitive approach advocated by Anderson et al. by focusing on their treatments of meaning and instructional goals. Finally, we consider the potential contributions of the two perspectives to instructional practice by contrasting their differing formulations of the relationship between theory and practice.

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