Situated Cognition and Strategies for Meaningful Learning

Situated Cognition and Strategies for Meaningful Learning

The paper describes the principles underlying situated cognition linked to the Vygotskian sociocultural perspective, which state that situated cognition is both a part and the result of activity, context and culture. It highlights the importance of mediation, the joint construction of meaning a...

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Autor principal: Díaz Barriga Arceo, Frida
Formato: Online
Lenguaje:spa
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2003
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/85
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spelling redie-article-852017-04-19T01:08:08Z Situated Cognition and Strategies for Meaningful Learning Cognición situada y estrategias para el aprendizaje significativo Díaz Barriga Arceo, Frida Situated cognition sociocultural approach teaching strategies meaningful learning experiential teaching empowerment. Cognición situada enfoque sociocultural estrategias de enseñanza aprendizaje significativo enseñanza experiencial facultamiento. The paper describes the principles underlying situated cognition linked to the Vygotskian sociocultural perspective, which state that situated cognition is both a part and the result of activity, context and culture. It highlights the importance of mediation, the joint construction of meaning and the mechanism of adapted assistance. There are examples of instructional approaches which vary in cultural relevance and the type of social activity they elicit. It also presents a number of meaningful learning strategies based on situated experiential teaching (authentic problem solving, learning while in service, case studies, projects, situated simulation, among others). Finally, the paper deals with the potentiality of empowerment. Se describen los principios del paradigma de la cognición situada vinculado al enfoque sociocultural vigotskiano que se afirma que el conocimiento es situado, es decir, forma parte y es producto de la actividad, el contexto y la cultura. Se destacan la importancia de la mediación, la construcción conjunta de significados y los mecanismos de ayuda ajustada. Se ejemplifican algunos enfoques instruccionales que varían en su relevancia cultural y en el tipo de actividad social que propician. Se presenta un conjunto de estrategias para el aprendizaje significativo basadas en una enseñanza situada y experiencial (solución de problemas auténticos, aprendizaje en el servicio, análisis de casos, proyectos, simulaciones situadas, entre otros), y se concluye en términos de su potencialidad para promover el facultamiento. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2003-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/85 Revista Electrónica de Investigación Educativa; Vol. 5 No. 2 (2003) Revista Electrónica de Investigación Educativa; Vol. 5 Núm. 2 (2003) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/85/1396 https://redie.uabc.mx/index.php/redie/article/view/85/151 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Díaz Barriga Arceo, Frida
spellingShingle Díaz Barriga Arceo, Frida
Situated Cognition and Strategies for Meaningful Learning
author_facet Díaz Barriga Arceo, Frida
author_sort Díaz Barriga Arceo, Frida
title Situated Cognition and Strategies for Meaningful Learning
title_short Situated Cognition and Strategies for Meaningful Learning
title_full Situated Cognition and Strategies for Meaningful Learning
title_fullStr Situated Cognition and Strategies for Meaningful Learning
title_full_unstemmed Situated Cognition and Strategies for Meaningful Learning
title_sort situated cognition and strategies for meaningful learning
description The paper describes the principles underlying situated cognition linked to the Vygotskian sociocultural perspective, which state that situated cognition is both a part and the result of activity, context and culture. It highlights the importance of mediation, the joint construction of meaning and the mechanism of adapted assistance. There are examples of instructional approaches which vary in cultural relevance and the type of social activity they elicit. It also presents a number of meaningful learning strategies based on situated experiential teaching (authentic problem solving, learning while in service, case studies, projects, situated simulation, among others). Finally, the paper deals with the potentiality of empowerment.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2003
url https://redie.uabc.mx/index.php/redie/article/view/85
_version_ 1715723503900033024

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