Indiana University: Program in Instructional Systems Technology

Sasha Barab, Ph.D.

Spring 1998

Doctoral Seminar in Situated Cognition: R695

Readings:
 Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25, 5-11.
 Barab, S. A., Cherkes, M. J., Swenson, R., Garrett, S., & Shaw, R. E. (under review). Principles of Self Organization: Ecologizing the Learner-Facilitator System. Journal of Learning Sciences.
 Bransford, J. D., Goldman, S. R. and Vye, N. J. (1991). Making a difference in people's abilities to think: Reflections on a decade of work and some hopes for the future. In L. Okagaki and R. J. Sternberg (Eds.) Directors of Development (pp. 147-180. Hillsdale, NJ: Erlbaum.
 Bransford, J. D., Franks, J. J., Vye, N. J., & Sherwood, R. D. (1979). New approaches to instruction: Because wisdom can't be told. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 470-497). Cambridge: Cambridge University Press.
 Bredo, E. (1994). Reconstructing educational psychology: Situated cognition and Deweyian pragmatism. Educational Psychologist, 29(1), 23-35.
 Brown, J.S., Collins, A, & Duguid, P. (1989). Situated cognition and the culture of learning, Educational Researcher, 18, 32-42.
 Choi, J-I., & Hannafin, M. J. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43, 53-69.
 Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19 (6), 2-10.
 Cognition and Technology Group at Vanderbilt. (1992). The Jasper series as an example of anchroed instruction: Theory, program description, and assessment data. Educational Psychologist, 27 (6), 2-10.
 Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33, 52-70.
 Cognitive Science (1993) 17 (1), Jan-March. Special Issue: Situated Action. Norwood, NJ: Ablex.
 Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.) Knowing, learning, and instruction: Essays in honor of Robert Glaser, Hillsdale, NJ: Erlbaum.
 Derry, S. J. (1992). Beyond symbol processing: Expanding horizons for educational psychology. Journal of Educational Psychology, 84, 413-418.
 di Sessa, A. A. (1988). What will it mean to be "educated" in 2020? In R. S. Nickerson & P. P. Zodhiates (Eds.), Technology in education: Looking toward 2020. Hillsdale, NJ: Erlbaum.
 Gibson, J. J. (1986). The ecological approach to visual perception. Hillsdale, NJ: Erlbaum.
 Glaser, R. (1991). Expertise and assessment. In M.C. Wittrock & E.L.Baker (Eds.) Testing and Cognition, (pp.17-30). Englewood Cliffs, NJ: Prentice Hall,
 Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44, 134-141.
 Greeno, J. G. Mathematical and scientific thinking in classrooms and other situations. In D. Halpern (Ed.) Enhancing thinking skills in the sciences and mathematics (pp. 39-61). Hillsdale NJ: Lawrence Earlbaum Associates.
 Greeno, J. G. (1994). Gibson's affordances. Psychological Review, 101(2), 236-342.
 Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26, 5-17.
 Greeno, J. G., & Moore, J. L. (1993). Situativity and symbols: Response to Vera and Simon. Cognitive Science, 17, 49-61.
 Griffin, M. M. (1995). You can't get there from here: Situated learning, transfer, and map skills. Contrmporary Educational Psychology, 20, 65-87.
 Lave, J. (1988). The practice of learning: The problem with "context." In S. Chaiklin & J. Lave (Eds.) Understanding practice: Perspectives on activity and context (pp.3-32). Boston, MA.: Cambridge University Press.
 Law, L.C. (1994). Transfer of Learning: at http://infix.emp.paed.uni-muenchen.de/lsmandl/forschbe/lit32.html
 McLellan, H. Evaluation in a situated learning environment. Educational Technology, March, 39-45.
 Perfetto, G. A., Bransford, J.D. & Franks, J. J. (1983). Constraints on access in a problem solving context. Memory and Cognition, 11, 24-31.
 Perkins, D. N., & Salomon, G. (1989). Are cognitive skills context-bound? Educational Researcher, 18, 16-25.
 Prawat, R. S. (1995). Misreading Dewey: Reform, projects, and the language game. Educational Researcher, 24, 13-22.
  Reed, E. S. (1991). Cognition as the cooperative appropriation of affordances. Ecological Psychology, 3(2), 135-158.
 Roschelle, J. & Clancey, W. J., (1992). Learning as social and neural. Educational Psychologist, 27, 435-453.
 Roth, W.-M. (1996). Knowledge diffusion in a grade 4-5 classroom during a unit of civil engineering: An analysis of a classroom community in terms of its changing resources and practices. Cognition and Instruction, 14(2), 170-220.
 Roth, W.-M. (1996). Where is the context in contextual word problems?: Mathematical practices and products in grade 8 students' answers to story problems. Cognition and Instruction, 14(4), 487-527.
 Roth, W.-M., & Bowen, G. M. (1996). Knowing and interacting: A study of culture, practices, and resources in a grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor. Cognition and Instruction, 13, 73-128.
 Salomon, G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20, 2-9.
 Schoenfeld, A. H. (1988). Problem solving in context(s). In R. I. Charles & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving, (pp. 83-92). Reston, VA: The National Council of Teachers of Mathematics, Inc.
  Shanon, B. (1988). Semantic representation of meaning: A critique. Psychological Bulletin, 104(1), 70-83.
  Shaw, R. E., Effken, J. A., Fajen, B. R., Garrett, S. R., & Morris, A. (1997). An ecological approach to the on-line assessment of problem-solving paths. Instructional Science, 25, 151-166.
  Slezak, P. Situated cognition: Empirical issue, 'paradigm shift' or conceptual confusion? (am not sure) 806-811.
 Soloman, G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20 (3), 2-9.
 Turvey, M. T., & Shaw, R. E. (1995). Toward an ecological physics and a physical psychology. In R. L. Solso and D. W. Massaro (Eds.), The science of the mind: 2001 and beyond (pp. 144-169). New York, NY: Oxford.
 Vera, A. H., & Simon, H. A. (1993). Situated action: A symbolic interpretation. Cognitive Science, 17, 7-49.
 Whitehead, A.N. (1929). The aims of education and other essays. New York: MacMillan.
 Young, M. F. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41 (1), 43-58.
 Young, M. F., Kulikowich, J. M., & Barab, S. A. (1997). The unit of analysis for situated assessment. Instructional Science, 25, 133-150.
 Young, M. & McNeese, M. (1995). A Situated Cognition Approach to Problem Solving. In J. Flach, P. Hancock, J. Caid, & K. Vicente (Eds.) The Ecology of Human-Machine Systems (pp. 359-391). Hillsdale, NJ: Erlbaum.


Course Texts:
 Dewey, J. (1938,1963). Experience & Education, New York: Collier Macmillan. ISBN# 0-02-013660-9
 Kirshner, D. & Whitson, J. A. (1997) Situated Cognition: Social, semiotic, and psychological perspectives. Mahwah, NJ: Erlbaum (ISBN# 0-8058-2038-8)
 Lave, J. & Wenger (1990). Situated Learning: Legitimate Periferal Practice.New York: Cambridge U. Press. ISBN# 0-521-42374-0


Additional References of interest

 Bruner, J. (1986). Actual Minds, Possible Worlds. Harvard U. Press.
 Coulter, J. (1989). Mind in Action. Atlantic Highlands, NJ: Humanities Press. (pp.9-54)
 Chaiklin, S. & Lave, J. (1993). Understanding Practice: Perspectives on Activity and Context. Cambridge: Cambridge U. Press.
 Clancey., W. J. (1993). Situated action: A neuropsychological interpretation response to Vera and Simon. Cognitive Science, 17, 87-116.
 Determan, D. K. & Sternberg, R. J. (1993). Transfer on Trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex. ISBN# 0-89391-826-1
 Kelso, J. A. S. (1995). Dynamic Patterns: The self-organization of brain and behavior. Cambridge, MA: MIT Press. 0-262-11200-0
 Lakoff, G. (1987). Women, Fire, and Dangerous Things: What categories reveal about the mind. Chicago: U. of Chicago Press. (pp. xi - 11).
 Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, UK: Cambridge University Press.
 McLellan, H. (1996). Situated Learning Perspectives. Englewood Cliffs, NJ: Educational Technology Publications.
 Saxe, G. B. (1991). Culture and Cognitive Development: Studies in mathematical understaning. Hillsdale, NJ: Erlbaum.
 SCANS: U.S. Dept of Labor (1992). Executive Summary
 Schoenfeld, A. H. & Herrmann, D. J. (1982). Problem perception and knowledge structure in expert and novice mathematical problem solvers. JEP: Learning Memory and Cognition, 8 (5), 484-494.
 Shanon, B. (1990). Non-representationl frameworks for psychology: A typology. European Journal of Cognitive Psychology, 2(1), 1-22.
  Shaw, R. E., Kadar, E., Sim, M. & Repperger, D. W. (1992). The intentional spring: A strategy for modeling systems that learn to perform intentional acts. J. of Motor Behavior 24(1), 3-28.
 Shyu, H. (1997). Anchored instruction for Chinese students: Enhancing attitudes toward mathematics. Int'l J. of Instuctional Media, 24(1), 55-60.
  Siegler, R. S. & Crowley, K. (1991). The microgenetic method. American Psychologist. 46 (6), 606-620.

 

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