Transcript Slide 1
Situated Cognition
and
Vygotsky
Dr. K. A. Korb University of Jos
Dr. K. A. Korb University of Jos
Outline
• • Vygotsky’s Sociocultural Theory of Cognitive Development Situated Cognition
Dr. K. A. Korb University of Jos
Vygotsky
• • • • • Russian Renaissance man Began studying psychology at age 28 and died of tuberculosis at age 38 Under pressure to create a theory of education in line with Marxism Russian government suppressed his ideas Not widely published until after the Cold War ended
Dr. K. A. Korb University of Jos
Assumptions
• • • Cognitive development cannot be separated from the culture Development is studied by examining the process of change Thinking is transformed through the use of tools
Dr. K. A. Korb University of Jos
Zone of Proximal Development
ZPD: Range of tasks that an individual can not do alone but can accomplish when assisted by a more skilled partner What the student can do with assistance ZPD What the student can do by themselves
Dr. K. A. Korb University of Jos
Scaffolding
• • • Scaffolding: Assistance allows students to complete tasks they cannot do independently Types of Scaffolding – Modeling – Think-aloud – Questions – Adapting instructional materials External Mediators: An object (i.e. not a person) that helps a student to do a task within their ZPD
Dr. K. A. Korb University of Jos
Tools
• • Tool: Something that can be used in the service of something else – Technical Tools: Change and control objects – Psychological Tools: Change thought and controlling behavior • Language system • Number system • Writing system According to Vygotsky, language is the most important tool
Dr. K. A. Korb University of Jos
Sociocultural Theory of Development
Culture Development Social Interaction Language
Dr. K. A. Korb University of Jos
Sociocultural Theory of Development
• • Culture: Attitudes, values, customs, and behavioral patterns that characterize a social group Culture influences: – What is thought about – Skills to be acquired – How to acquire information – The tools and symbols available to facilitate development and thinking – When a person is allowed to participate in an activity – Who is allowed to participate in an activity
Dr. K. A. Korb University of Jos • • •
Sociocultural Theory of Development
Language: System of meaning from the culture that shapes a person’s attempt to make sense of the world – Vygotsky: Language is necessary for abstract thinking Language symbols provide freedom from the immediate perceptual, concrete context Roles of Language 1. Provide cognitive tool to think about problems 2. Allow to regulate and reflect on thinking 3. Enables social interaction
Dr. K. A. Korb University of Jos
Vygotsky in Education
• • • Teach within each student’s zone of proximal development Use scaffolding to facilitate learning Social interaction enhances the learning process
Dr. K. A. Korb University of Jos
Conclusion
• Vygotsky has influenced psychology by: – Originating the developmental method – Pointing out that higher mental processes are based on social processes – Highlighting that mental processes can only be understood by studying the tools and signs that mediate thought
Dr. K. A. Korb University of Jos
Situated Cognition
• • • Situated Cognition: Cognition is adapted to the environment – Learning develops in a social context Other theories of learning assume that learning occurs within the learner – Learners internalize knowledge – Individual person is on the learner Situated Cognition: A culture is the learner – Knowledge: Effective living practices within the culture – Learning: Developing the ability to use the tools and skills valued by one’s society
Dr. K. A. Korb University of Jos
Principles of Situated Cognition
• • • • Cognition is social: – Other learning theories assume knowledge is “out there” so learning is the process of internalizing knowledge – Situated Cognition: Learning requires social participation.
• Cognition takes place in the social environment • Minds are not separate from the culture Knowledge is distributed across the cultural environment – Tools, books, and communities Knowledge is effective participation in socially valued endeavors Education should aim to help students to engage meaningfully with the environment
Most Learning Theories
Knowledge Internalize Culture
Situated Cognition
Determines Knowledge Effectively engage in culture Influences Learner Learner Dr. K. A. Korb University of Jos
Dr. K. A. Korb University of Jos
Situated Cognition
• • • • What is a community that you participate in?
What is your role in that community?
What are the tools you use in that community?
What is the language that you use in that community?
Dr. K. A. Korb University of Jos
Learning Trajectory in Situated Cognition
• • • • • Peripheral: Never engage in full participation – Choice, Implicit or Explicit Exclusion Inbound: Headed toward full participation Insider: Full participant in a continually evolving community Boundary: Full participant integrating two related communities Outbound: Process of leaving
Dr. K. A. Korb University of Jos
Context
• Context is a set of nested structures (Bronfenbrenner, 1989) – Microsystem: Immediate context that a student directly experiences – Mesosystem: Links between two or more microsystems • System of microsystems – Exosystem: Links between two microsystems, one of which does not influence the student – Macrosystem: Overall pattern of micro, meso, and exosystems of a specific culture
Dr. K. A. Korb University of Jos
Situated Cognition in Education
• • Knowledge does not transfer between tasks – Teaching by abstracting concepts is not effective because learning only occurs in authentic situations – Inert Knowledge: Knowledge that a student has acquired but is not able to be applied to relevant situations Authentic Learning: Students learn a subject in a manner similar to how an expert in that domain practices – Create an environment that is as similar as possible to the context where knowledge and skills will be applied
Dr. K. A. Korb University of Jos
Situated Cognition in Education
• • Learning in formal education should focus on acquiring knowledge and skills in contexts that reflect how the knowledge and skills will be useful in real life (Collins, 1988) Students learn subjects by becoming historians, mathematicians, scientists, etc. by cognitive apprenticeships
Dr. K. A. Korb University of Jos
Situated Cognition in Assessment
• • Tests do not assess how well students have learned to participate in social practices of the community Assessment should demand performance in situations in which the students’ activity is meaningful to the community
Dr. K. A. Korb University of Jos
Benefits of Situated Cognition in Education
• Students are more likely to: – Learn about the conditions for applying knowledge – Engage in creativity and problem solving – Understand the implications of their knowledge – Organize knowledge in ways that enable them to apply knowledge to later use
Dr. K. A. Korb University of Jos
Situated Cognition and Vygotsky Overview
• • • • • Learning Outcomes: Effective use of skills and tools within a community – Improve new tools and practices that apply to a community Role of the Learner: Increasing participation within the community Role of the Instructor: Model appropriate community practices Inputs for Learning: Tools and activities of a relevant community Process of Learning: Social interaction and cognitive apprenticeships
Dr. K. A. Korb University of Jos
Revision
• • • • According to Vygotsky, what are the three elements that influence development?
What is the zone of proximal development? How can teachers support learning in the zone of proximal development?
What is the major proposition of situated cognition? What implications does situated cognition have for education?