Learning in Activity  

Oleh:

Greeno, James G.

Jenis: Article from Books - E-Book
Dalam koleksi: The Cambridge Handbook of the Learning Sciences, page 79-96.
Topik: Individual Cognitive Approach; Interactional Approach; Cognitive Analyses; Practices in Activity
Fulltext: Learning in Activity.pdf (207.19KB)

Isi artikel

This chapter discusses a program of research in the learning sciences that I call “situative.” The de?ning characteristic of a situative approach is that instead of focusing on individual learners, the main focus of analysis is on activity systems: complex social organizations containing learners, teachers, curriculum materials, software tools, and the physical environment. Over the decades, many psychologists have advocated a study of these larger systems (Dewey, 1896, 1929/1958; Lewin, 1935, 1946/1997; Mead, 1934; Vygotsky, 1987), although they remained outside the mainstream of psychology, which instead focused on individuals. Situative analyses include hypotheses about principles of coordination that support communication and reasoning in activity systems, including construction of meaning and understanding.

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