Situated Cognition and the Culture of Learning

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Abstract
In an earlier paper (Collins, Brown and Newman, in press ), cognitive apprenticeship was proposed as an alternative and richer view of learning than that suggested by didactic education. In this paper, we develop the concept of cognitive apprenticeship beyond that earlier exposition, exploring in particular its relationship to situated cognition and the social construction of knowledge. Using example from successful teaching methods, we discuss some of the central features of good learning environments, noting how these develop robust understanding through extensive use of students' intuitive knowledge and of the social and physical contexts of learning. In conclusion, we indicate the need for more work on the epistemology of situated cognition, which underpins the theory of cognitive apprenticeship, and we indicate some of the potential benefits for education of continued research in this area. Keywords: Education; Teaching; Thinking; Learning.

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