Epistemology, situated cognition, and mental models: 'Like a bridge over troubled water'

@article{Seel2001EpistemologySC,
  title={Epistemology, situated cognition, and mental models: 'Like a bridge over troubled water'},
  author={Norbert M. Seel},
  journal={Instructional Science},
  year={2001},
  volume={29},
  pages={403-427}
}
  • N. Seel
  • Published 2001
  • Psychology
  • Instructional Science
Over the past two decades important educational implications have beendrawn mainly from two movements of epistemology: Constructivismand situated cognition. Aside from a meta-theoretical use ofconstructivism, the concept 'situated cognition' refers to a conceptionof situational context bound to a historically and socially determinedsituational logic. Focusing on educational processes, situated cognitionis considered to be a central construct for instruction, as is theclosely related concept of… Expand
Constructivism, the So-Called Semantic Learning Theories, and Situated Cognition versus the Psychological Learning Theories
TLDR
It is concluded that the pragmatic theories and the so-called semantic theories of learning can hardly be considered alternatives to the psychological learning theories, and they are unlikely to add anything of interest to the learning theory or to contribute to the improvement of the authors' knowledge about the learning phenomenon. Expand
Distributed cognition in the middle years: using a forum format to elicit mental models of assessment
The project, Mental Models and Robotics and Middle Schooling, was an empirical qualitative study centred within information processing theory and linked with the introspection mediating processExpand
Mental Representations and Their Analysis: An Epistemological Perspective
It is widely accepted that mental representations (e.g., mental models and other internal cognitive structures) play a key role in the development of knowledge and expertise. This is especially trueExpand
A knowledge-based coach for reasoning about historical causation
TLDR
An evaluation with three groups of students aged 12-13 showed that maximal scaffolding and content-specific coaching resulted in diagrammatic explanations of greater accuracy and superior structural quality to those produced either with generalised guidance or with no guidance at all, and learners' appreciation of the subjective nature of historical explanations was not compromised by the coaching interventions. Expand
Mental Model of Dynamic Systems
Definition Cognitive processes are any mental activity that acquires, stores, transforms, reduces, elaborates, or uses knowledge. Cognitive processes are also referred to as cognition. DynamicExpand
Proceedings of the 12th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2015
TLDR
Recommendations are made for a revised guiding theoretical framework based in conversation theory, a broader definitional focus that looks at more than just optimizing cognitive processing, and a new systems view of the approach to research in this area. Expand
Explaining the components of situated cognition theory-based teacher education
Introduction: The present study is an attempt to explain the components of the teacher education curriculum based on the situated cognition theory. This theory, with a new attitude to the cognitionExpand
Mental models: a theoretical overview and preliminary study
TLDR
This paper explicates the term ‘mental model’ and its associated concepts, analyzes the controversies and connections pertaining to mental model research in information studies, and reports the findings of an exploratory study of the mental models of an academic information system. Expand
Theoretically grounded guidelines for assessing learning progress: cognitive changes in ill-structured complex problem-solving contexts
It is generally accepted that the cognitive development for a wide range of students can be improved through adaptive instruction-learning environments optimized to suit individual needs (e.g.,Expand
POLISEMIA ACTUAL DEL CONCEPTO "MODELO MENTAL". CONSECUENCIAS PARA LA INVES TIGACIÓN DIDÁCTICA (Polisemy of the "mental model" concept. Consequences for the didactical research)
In this paper a summary of the use of the construct “mental model” in Science Education literature produced in the last ten years is presented. The diversity of understanding found on the differentExpand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 39 REFERENCES
Mental Models : Towards a Cognitive Science of Language
Mental Models offers nothing less than a unified theory of the major properties of mind: comprehension, inference, and consciousness. In spirited and graceful prose, Johnson-Laird argues that weExpand
Views of knowledge acquisition and representation: A continuum from experience centered to mind..
The purpose of this paper is to provide a framework for discussing five approaches to understanding knowledge acquisition and representation. These approaches are behaviorism, schema theory, socialExpand
Inert knowledge: Analyses and remedies
Knowledge, although seemingly available, is often not used for problem solving. That means it remains "inert." Three types of explanations exist for this phenomenon. Metaprocess explanations assumeExpand
Confessions of a born-again constructivist
The Anderson et al. (1995) article is seen in the framework of university teachers' pedagogical content knowledge. Three points are made. First, university faculty often view the content of theirExpand
Updating situation models during narrative comprehension
Abstract The present study examines whether readers of narratives focus on information relevant to the protagonist's perspective even when this information is implied rather than explicitly stated inExpand
Acts of meaning
Jerome Bruner argues that the cognitive revolution, with its current fixation on mind as "information processor;" has led psychology away from the deeper objective of understanding mind as a creatorExpand
Toward a Theory of Instruction
This country's most challenging writer on education presents here a distillation, for the general reader, of half a decade's research and reflection. His theme is dual: how children learn, and howExpand
The effects of prior knowledge and instruction on understanding image formation
This paper reports on a study that was designed to investigate the knowledge about image formation exhibited by students following instruction in geometrical optics in an activity-based collegeExpand
Children's Understanding: The Development of Mental Models
Contents: Preface. Part I: Introduction. The Nature of Understanding. Part II: General Processes. Mental Models and Representations. Capacity and Complexity. Basic Learning Processes in CognitiveExpand
Situated Learning and Education1
This paper provides a review of the claims of situated learning that are having an increasing influence on education generally and mathematics education particularly. We review the four centralExpand
...
1
2
3
4
...