Learning in activity

The individual cognitive and the interactional approaches emphasize different aspects of learning, and all of these aspects need to be addressed in the learning sciences. situative research can be represent two illustrative examples. These are the individual cognitive approach:

focus on information structures and processes; and the interactional approach: focus on

participation structures and processes. The situative perspective is a synthesis of the two major scientific approaches to understanding human behavior: cognitive science and interactional studies. It combines the strengths of each of these approaches with the goal of better understanding how learning occurs and how to design learning environments.

How can students use concepts, methods and arguments of learning in these environments?

Learning in Activity

Situative approach is constructed as a mixture form of cognitive science and interactional studies. Cognitive science is focus on the individual’s activity and the interactional approach is focus on participation structures and processes. Situative approach is try to get more success by combining these two approach. In a situative study the main focus of analysis is on performance and learning by an activity system: a collection of people and other systems. In a situative study, individual cognition is considered in relation to more general patterns of interaction. Analyses that use the situative perspective consider learning environments as activity systems in which learners interact with each other and with material, informational, and conceptual resources in their environment.

1) How can we enrich the activities to make it more useful for education. ?

2) Can we modified this lesson acording to situative approach ?

Learning İn Activity

The situative is a synthesis of the two major scientific approaches to understanding human behavior cognitive science and interactional studies.İt combines the strenghts of each of these approaches with the goal of better understanding how learning occurs and how to design learning enviroments.It builds on and synthesizes two large research programs in the study of human behavior both of which emerged as alternatives to behaviorism in the 1960s and 1970s.It is reflected in awide range of learning sciences projects such as mathmematics classroom in which students participate in developing definitions,conjectures representations an arguments.In science classrooms,students develop and evaluate hypothesses and arguments in science and in social studies.

Question:How can learning environments be created for students with the opportunity to attent such applications?

Lerning in Activity

The study of learning activity requires us to devolope concepts and principles that can explain how and why activities in a setting result in changes in what people can do.Use of situative perspective in designing learning environents focuses on characteristics of activity systems that can result in learners increasing their capabilities for participation in ways that are valued.The situative perspective is a synthesis of the two major scientific approaches to understanding huma behavior : cognitive science and interactional studies.İt combines strength of each of these apparoaches with the  goal of better understanding how learning occures and how to design learning environents.

Questions:1)How can concepts and principles devolope in the learning activity ?
                 2)How can be a learning activity designed ?

Learning in Activity

Situative approach to learning science is described in this article.In this approach, the focus of activity systems: teacher,students, curriculum materials, software tools and with the physical enviroment of complex social organizations. Other terms used to approach situative sociocultural psychology activity theory and ecological psychology.Vygotsky,Lewin, Mead,Dewey emphasized this approach.Situative operating systems communication reasoning and understanding.Inthis approach individuals will transfer their knowledge and information structures.Collaborative discourse group work and semiotic structures are important situative approach.Learning environments is important to properly desing.Situative approach in this article are the views of scientists who are working on.Different aspects of the cognitive approach to individual and interactive approach and show summaries.Examples are of the studies on this subject.

Questions:

1. How to approach situative organized by the classroom environment?

2. What are the differences between cognitive science and interactive approach?

Learning in Activity

Situative go into division as cognitive science and interactional studies. While cognitive science dealing with how knowledge processing in the students's brain , interactional studies analyze interaction around learning.this two situation compose together situative.
If we are develop learning environments tools , learning will be the more effective.
The other concept is the situative perspective. and situative perspective aim to bring concepts and methods of cognitive and interactional studies together.
Also , cognition is interaction between participant. so we look at interaction and activity.

How teachers could behave  in the process of interaction ?

Which stages of course we could use situative ?

Learning in activitiy

As it is pointed out, situative analyses are dealt with hypothesis about principles of coordination which backs up comminucation and reasoning in activity systems, as well as construction of meaning and understanding.

   The study of learning necessiates the fact that some concepts and principles should be studied out so that the explanation of how and why activities accounting for changes in what people can do will be easier. Additionaly, with the help of situational perspective, learners will gain capabilities in ways that are valued.

Cognitive science concentrates on patterns of information while the second, interactional study intensifies the studies on patterns of coordination in groups of individuals who work as a unit in their enviroments.

Individual cognitive approach study makes the work on information structurers that are specifically associated with the prior knowledge of the participants who in the long run will take part in an activity.

   When we scrutinize the steps of the process of the learners, firstly a transmission and acquisition style of instruction is figured out, then little by little, a more collaborative and inquiry-oriented classroom atmosphere is shaped.

   Provided that teachers are able to create enviroments which help increase the learner’s point of view on critical thinking and sense-making, at that time such practices will be useful.

My questions are

1)      Can it be acceptaple in the following decades if  Individual cognitive approach tries inspring learners to learn more regarding their prior knowledge?

2)      Does the teacher play a significant role in the prepation of learning enviroment which is desirable for learners?

Learning in activitiy

The situative perspective’s goal is coordinate the concepts and methods of cognitive and interactional studies. .ıt means that the situative perspective includes hyphotesis about principles of coordination. After using this perspctive in designing learning environments focuses on characteristicies of activity systemsi learners’capabilities for participation in ways are increased. Students learn about content and also learn how to participate in collaborative inquiry, and how to use the concepts and methods of a discipline to solve authentic problems.

Is it possible or effective in crowded classess?

learning in activity

I think the situative maybe perspective is useful but in verbal classes;such as literature or social sciences.How do you think to appy on physics classes?

2)In situative perspective it claims it helps students decision-making skills develop but in reat life they stould be motivated.
In the cument educational system of Turkey how are the students motivated if they are only tested by multiple choice tests

Learning in Activity

Situative approach  consist cognitive science and interactional studies. Situative approach should be similtaneous. Cognitive science explain how construct the knowledge on pupils’ mind. And individual cognitive approach interest in how can the knowledge construct,store,retrieve, and change(mental activities). We can say that all of them are information structures and process. If we give examples about cognitive science, we say problem solving, reading, answering question, study texts, respond to stimulus. Interactional studies interest in how student comminucate  to eachother . In this most important items are;develop predictions, data collecting, discuss,  hypotheses, create images,develop or build a model and something like that.Situative research take into account ;features of activity systems, participants , material and technological tools, informational structures , softwares and environment and so on. Thus situative approach analyze all level activity systems. Situative integrate cognitive and interactional study of  most significant feature. In this way, students will creative, collobrative and sharing. Students construct and express their report  especially they present verbal reports.Students improve comrehending, understanding and questioning. I mean that situative is effective  and meaningful in science classroom. Students interact with teacher and eachother. They could  apply like ArchiTect, Antartica,and artificial blood vessel project. My questions;

In this research didn’t mention that classroom homogenous and students’ age ,gender and something like that what do you think about this topics in situative perspective?

If the classroom activity isn’t similtaneous, what can we do according to this approach?

Using Bridging Analogies and Anchoring Instutions to Deal with Students' Precenceptions in Physics - John Clement

In this article was mentioned preconceptions, misconceptions and alternative conceptions which clement previously had worked related to analogies and anchoring. Here ,Clement didn’t prefer use misconceptions due to ıt make worthless and unimprovable naive student’s ideas. He used alternative conception in place of misconception. Aim of this studying change students’ alternative conceptions in three areas of mechanics ( static normal forces , frictional forces and Newton’s third law for moving object). This situation trying to be provided with bridging analogy. Bridging analogy divides into two parts thing demanded express. In this way obtained that students easily understand concepts. Anchor model look liked target state presented and then presented bridging case enabled transtion from anchor to target state. Thanks to bridging case method , students is learned together with reason desired concepts taugh. These stages don’t explain to students at first. In first figure showing students, ın second students discuss over this figure , ın third teacher explain this figure, ın fourth teacher in order show other parts in connection with figure and thus process continues. Teacher showing also microscopic model for amore detailed understanding of the phenomenon .  At the end of the lesson  is given other examples of this concept. In this way , three different concepts transfer students .  The experimental group consisted of 150 students and control group contained 55 students. According  to the results , the experimental group than the control groupshow a significant difference related to gains.

What could be the reason for alternative conceptions formed by students ?  ıs this situation stem from teacher ?  what could be done to eliminate these causes?

How could we implement other issues this bridging analogies applied in three field of mechanics?