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Toward a Matrix of Situated Design Cognition
| Content Provider | Semantic Scholar |
|---|---|
| Author | Jackson, Andrew Strimel, Greg J. |
| Copyright Year | 2018 |
| Abstract | Design is commonly associated with cognitive frameworks for teaching and analysis. However, the nature of design extends beyond cognition to social and dynamic contexts. Situated cognition, which posits that knowing cannot be separated from doing or social contexts, may be an appropriate perspective with which to analyze design teaching and learning. This monograph summarizes dimensions of design from the work of Crismond and Adams (2012) and distills five dimensions of situated cognition from Driscoll (2005). These two concepts are compared, with similarities identified and implications for design teaching and learning described. A matrix of situated design cognition is presented for further investigation and theory building. |
| Starting Page | 49 |
| Ending Page | 65 |
| Page Count | 17 |
| File Format | PDF HTM / HTML |
| DOI | 10.21061/ctete-rms.v1.c.3 |
| Alternate Webpage(s) | https://scholar.lib.vt.edu/ejournals/CTETE/v1/pdf/jackson.pdf |
| Alternate Webpage(s) | https://doi.org/10.21061/ctete-rms.v1.c.3 |
| Volume Number | 1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
