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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ587003
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-189X
Cognitive and Situated Learning Perspectives in Theory and Practice.
Cobb, Paul; Bowers, Janet
Educational Researcher, v28 n2 p4-15 Mar 1999
Expands the debate over the conflicts between cognitive theory and situated learning from theoretical considerations, to include concerns of educators engaged in classroom-based research and instructional design in collaboration with teachers. Considers the treatments of meaning and instructional goals from the perspectives of cognitive theory and situated learning. (SLD)
Descriptors: Classroom Research, Cognitive Processes, Cognitive Psychology, Educational Theories, Instructional Design, Teacher Researchers, Theory Practice Relationship
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Situated Learning
Note: Research supported by Grant RED 9353587 from the National Science Foundation and Grant R305A60007 from the Office of Educational Research and Improvement.