Add to ORKGWe review key sociocultural perspectives of learning and cognition to begin to “make good” on the promise of situated cognition in adult education by incorporating its too-often ignored political analysis
Cognition has for a long time been viewed as a process that can be described in terms of computation...
In this article, we try to expand the lenses classically used in social psychology of development, a...
Cleary it is no longer possible to think about learning without context. Although con-text cannot be...
Although adult education as a field has shown interest in the work of Lave and others concerning sit...
Abstract: Although adult education as a field has shown interest in the work of Lave and others conc...
The purpose of this paper is to situate adult learning as a complex social phenomenon in which peopl...
The closely aligned theoretical discussions of situated learning (Lave & Wenger, 1991; Wenger, 1998)...
There is currently a widening interest in learning in the type of situation where the learnt knowled...
<span>The paper describes the principles underlying situated cognition linked to the Vygotskian so...
Based on a review of the literature we describe the assumptions and salient concepts of two major pe...
The article introduces the concept of situated learning which treats the educational process from th...
In this paper we argue that both the cognitive and situative perspectives need to be modified in ord...
Today a majority of the participants in adult education are unskilled or unemployed adults who must ...
Theories and procedures used to teach adults to write often lack an understanding of the central con...
To provide appropriate learner-centered contexts for transnational adult learners in the United Stat...
Cognition has for a long time been viewed as a process that can be described in terms of computation...
In this article, we try to expand the lenses classically used in social psychology of development, a...
Cleary it is no longer possible to think about learning without context. Although con-text cannot be...
Although adult education as a field has shown interest in the work of Lave and others concerning sit...
Abstract: Although adult education as a field has shown interest in the work of Lave and others conc...
The purpose of this paper is to situate adult learning as a complex social phenomenon in which peopl...
The closely aligned theoretical discussions of situated learning (Lave & Wenger, 1991; Wenger, 1998)...
There is currently a widening interest in learning in the type of situation where the learnt knowled...
<span>The paper describes the principles underlying situated cognition linked to the Vygotskian so...
Based on a review of the literature we describe the assumptions and salient concepts of two major pe...
The article introduces the concept of situated learning which treats the educational process from th...
In this paper we argue that both the cognitive and situative perspectives need to be modified in ord...
Today a majority of the participants in adult education are unskilled or unemployed adults who must ...
Theories and procedures used to teach adults to write often lack an understanding of the central con...
To provide appropriate learner-centered contexts for transnational adult learners in the United Stat...
Cognition has for a long time been viewed as a process that can be described in terms of computation...
In this article, we try to expand the lenses classically used in social psychology of development, a...
Cleary it is no longer possible to think about learning without context. Although con-text cannot be...