Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3469
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dc.contributor.authorAbrahamson, Dor
dc.contributor.authordiSessa, Andrea A.
dc.contributor.authorBlikstein, Paulo
dc.contributor.authorWilensky, Uri
dc.contributor.authorUttal, David H.
dc.contributor.authorAmaya, Meredith M.
dc.contributor.authorMarulis, Loren M.
dc.contributor.authorCollins, Allan M.
dc.date.accessioned2019-05-20T02:44:42Z
dc.date.accessioned2020-01-09T19:03:58Z-
dc.date.available2019-05-20T02:44:42Z
dc.date.available2020-01-09T19:03:58Z-
dc.date.issued2006-06
dc.identifier.citationAbrahamson, D., diSessa, A. A., Blikstein, P., Wilensky, U., Uttal, D. H., Amaya, M. M., Marulis, L. M., & Collins, A. M. (2006). What’s a Situation in Situated Cognition? – A Constructionist Critique of Authentic Inquiry. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 1015-1021). Bloomington, Indiana, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2006.1015
dc.identifier.urihttps://repository.isls.org//handle/1/3469-
dc.description.abstractFour papers by learning scientists engaged either in design research or cognitive- developmental studies consider concreteness, context, content, pedagogy, and situativity and their implications for design that fosters opportunities for students to learn subject matter through experiencing authentic scientific/mathematical inquiry. The authors furnish both theoretical considerations and recent classroom- and laboratory-based empirical findings to question prior interpretations of students' capacity to model and abstract from situations, to generate examples, to transfer, and to make insightful connections. The papers jointly suggest that even simple objects may nevertheless undergird emergent situativity that provides sufficient context to which learners can bring diverse personal resources. Model-based design may be as intellectually honest, culturally respectful, cognitively generative, and scientifically/mathematically authentic as learning that draws more directly on students' out-of-school resources. The authenticity of `authentic inquiry' may depend more on engagement and reasoning it enables than on specific content and a priori "good-science" practices it recruits.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleWhat’s a Situation in Situated Cognition? – A Constructionist Critique of Authentic Inquiryen_US
dc.typeSymposiaen_US
Appears in Collections:ICLS 2006

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