Guest Editors' Introduction: Rethinking Methodology in the Learning Sciences
Item
Title
Guest Editors' Introduction: Rethinking Methodology in the Learning Sciences
Abstract/Description
Situative (Brown, Collins, & Duguid, 1989; Greeno, 1997; Kirshner & Whitson,1997; Lave & Wenger, 1991) and distributed (Pea, 1993; Salomon, 1993) theories of cognition increasingly are being proposed as alternatives to the traditional individualist notion offered by cognitive psychology. From this perspective, knowledge, perhaps more aptly termed knowing about, is no longer conceived of as astatic structure residing in the individual’s head; instead, knowing is a process dis-tributed across the knower, the environment in which knowing occurs, and the activity in which the learner is participating. Thus, knowing and context are irreducibly co-constituted (Barab, Hay, Barnett, & Squire, in press; Greeno, 1998), and learning is (re)conceived as fundamentally constitutive of the contextual particulars in which it is nested (Cobb & Yackel, 1996; Lave, 1997). Environments developed to support such learning, what we are calling dynamical learning environments (DLEs), are not simply backdrops for supporting the transmission of content, but are considered dynamic arenas supporting trajectories of participation that are reciprocally constituted by and within context (Barab & Duffy, 2000; Cobb & Bowers,1999). How one begins to account for learning and the potential of a learning context to support learning is the focus of this special issue.
Author/creator
Date
In publication
Volume
10
Issue
1-2
Pages
5-15
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Commentary/Editorial
Methodological
IRE Approach/Concept
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
1050-8406
URL
Citation
Barab, S. A., & Kirshner, D. (2001). Guest Editors’ Introduction: Rethinking Methodology in the Learning Sciences. Journal of the Learning Sciences, 10(1–2), 5–15. https://doi.org/10.1207/S15327809JLS10-1-2_2
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