Situated learning - beyond apprenticeship and social constructionism

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Standard

Situated learning - beyond apprenticeship and social constructionism. / Christensen, Gerd.

On the Definition of Learning. ed. / Ane Qvortrup; Merete Wiberg; Gerd Christensen; Mikala Hansbøl. Odense : Syddansk Universitetsforlag, 2016. p. 125-140.

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Harvard

Christensen, G 2016, Situated learning - beyond apprenticeship and social constructionism. in A Qvortrup, M Wiberg, G Christensen & M Hansbøl (eds), On the Definition of Learning. Syddansk Universitetsforlag, Odense, pp. 125-140.

APA

Christensen, G. (2016). Situated learning - beyond apprenticeship and social constructionism. In A. Qvortrup, M. Wiberg, G. Christensen, & M. Hansbøl (Eds.), On the Definition of Learning (pp. 125-140). Syddansk Universitetsforlag.

Vancouver

Christensen G. Situated learning - beyond apprenticeship and social constructionism. In Qvortrup A, Wiberg M, Christensen G, Hansbøl M, editors, On the Definition of Learning. Odense: Syddansk Universitetsforlag. 2016. p. 125-140

Author

Christensen, Gerd. / Situated learning - beyond apprenticeship and social constructionism. On the Definition of Learning. editor / Ane Qvortrup ; Merete Wiberg ; Gerd Christensen ; Mikala Hansbøl. Odense : Syddansk Universitetsforlag, 2016. pp. 125-140

Bibtex

@inbook{d0f509b517ab4cfb8881d63d19feb607,
title = "Situated learning - beyond apprenticeship and social constructionism",
abstract = "The aim of this paper is to discuss the theoretical and philosophical fundament of Jean Lave & Etienne Wenger{\textquoteright}s theory of {\textquoteright}situated learning{\textquoteright}. In Denmark, the theory has been categorized under as different paradigms as a theory of learning as {\textquoteleft}apprenticeship{\textquoteright} and as {\textquoteleft}social constructionism{\textquoteright}. This may seem as a theoretical discussion without any implications for an actual practice. But, as it will be argued in the paper, the perception of the theory has fundamental consequences for how it is considered to contribute to the understanding of learning and to analyses of learning in an actual context. The paper can, thus, be considered as not only a contribution to a narrow discussion of {\textquoteleft}situated learning{\textquoteright}, but also to the wider discussion of how to conceptualize {\textquoteleft}learning{\textquoteright} as such. In addition, the paper discusses some of the analytical perspectives, which are at stake in some of the other papers in this anthology. While Klaus Nielsen uses Lave & Wenger{\textquoteright}s theory for his analysis, Ane Qvortrup and Tina Bering Keiding analyze its impact (p. XX & XX in this volume). And while Helle Plauborg uses Karen Barads approach for her analyses, Steen Bech analyses the theory of Vygotsky, which is also mentioned in this paper. ",
keywords = "Faculty of Humanities, Lave & Wenger, situeret l{\ae}ring, mesterl{\ae}re, socialkonstruktionisme",
author = "Gerd Christensen",
year = "2016",
language = "English",
isbn = "978-87-7674-876-0",
pages = "125--140",
editor = "Ane Qvortrup and Wiberg, {Merete } and Gerd Christensen and Mikala Hansb{\o}l",
booktitle = "On the Definition of Learning",
publisher = "Syddansk Universitetsforlag",

}

RIS

TY - CHAP

T1 - Situated learning - beyond apprenticeship and social constructionism

AU - Christensen, Gerd

PY - 2016

Y1 - 2016

N2 - The aim of this paper is to discuss the theoretical and philosophical fundament of Jean Lave & Etienne Wenger’s theory of ’situated learning’. In Denmark, the theory has been categorized under as different paradigms as a theory of learning as ‘apprenticeship’ and as ‘social constructionism’. This may seem as a theoretical discussion without any implications for an actual practice. But, as it will be argued in the paper, the perception of the theory has fundamental consequences for how it is considered to contribute to the understanding of learning and to analyses of learning in an actual context. The paper can, thus, be considered as not only a contribution to a narrow discussion of ‘situated learning’, but also to the wider discussion of how to conceptualize ‘learning’ as such. In addition, the paper discusses some of the analytical perspectives, which are at stake in some of the other papers in this anthology. While Klaus Nielsen uses Lave & Wenger’s theory for his analysis, Ane Qvortrup and Tina Bering Keiding analyze its impact (p. XX & XX in this volume). And while Helle Plauborg uses Karen Barads approach for her analyses, Steen Bech analyses the theory of Vygotsky, which is also mentioned in this paper.

AB - The aim of this paper is to discuss the theoretical and philosophical fundament of Jean Lave & Etienne Wenger’s theory of ’situated learning’. In Denmark, the theory has been categorized under as different paradigms as a theory of learning as ‘apprenticeship’ and as ‘social constructionism’. This may seem as a theoretical discussion without any implications for an actual practice. But, as it will be argued in the paper, the perception of the theory has fundamental consequences for how it is considered to contribute to the understanding of learning and to analyses of learning in an actual context. The paper can, thus, be considered as not only a contribution to a narrow discussion of ‘situated learning’, but also to the wider discussion of how to conceptualize ‘learning’ as such. In addition, the paper discusses some of the analytical perspectives, which are at stake in some of the other papers in this anthology. While Klaus Nielsen uses Lave & Wenger’s theory for his analysis, Ane Qvortrup and Tina Bering Keiding analyze its impact (p. XX & XX in this volume). And while Helle Plauborg uses Karen Barads approach for her analyses, Steen Bech analyses the theory of Vygotsky, which is also mentioned in this paper.

KW - Faculty of Humanities

KW - Lave & Wenger, situeret læring, mesterlære, socialkonstruktionisme

M3 - Book chapter

SN - 978-87-7674-876-0

SP - 125

EP - 140

BT - On the Definition of Learning

A2 - Qvortrup, Ane

A2 - Wiberg, Merete

A2 - Christensen, Gerd

A2 - Hansbøl, Mikala

PB - Syddansk Universitetsforlag

CY - Odense

ER -

ID: 165001597