Using Situated Cognition Theory in Researching Student Experience of the Workplace

Autor/inn/en	Case, Jennifer; Jawitz, Jeff
Titel	Using Situated Cognition Theory in Researching Student Experience of the Workplace
Quelle	In: Journal of Research in Science Teaching, 41 (2004) 5, S.415-431 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20013
Schlagwörter	Student Experience; Focus Groups; Chemical Engineering; Gender Issues; Science Education; Foreign Countries; Engineering Education; Higher Education; Interviews; Self Concept; Racial Factors; Social Environment; Educational Environment; Work Experience; Civil Engineering; Participation; Learning Theories; Learning Processes; South Africa + Suchen Sie Ihr Suchwort? Studienerfahrung; Chemisches Prüfverfahren; Geschlechterfrage; Naturwissenschaftliche Bildung; Ausland; Ingenieurausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Selbstkonzept; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Employment experience; Job experience; Occupational experience; Berufserfahrung; Teilnahme; Learning theory; Lerntheorie; Learning process; Lernprozess; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	It has been proposed that situated cognition theory, in which learning is conceptualized as induction into a community of practice through the activity of legitimate peripheral participation, offers an appropriate theoretical perspective for examining issues of gender in science education. This study critically engages with this proposal by means of an investigation of the vacation work experiences of a group of South African final-year civil and chemical engineering students. Issues of race and gender appeared prominently and spontaneously in focus group and interview data. An analysis of these data using the situated cognition framework allowed for a deeper understanding of these issues and their impact on learning. It was found that access to legitimate peripheral participation was critical for good learning outcomes (associated with positive identity formation) while denial of this access (as sometimes experienced by black and female students) appeared to be related to less effective learning and poor feelings of self-worth. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10