Show simple item record Moore, Joyce L. Lin, Xiaodong Schwartz, Daniel L. Petrosino, Anthony Hickey, Daniel T. Campbell, Olin Hmelo, Cindy The Cognition and Technology Group 2019-04-15T15:24:02Z 2019-04-15T15:24:02Z 1994-10
dc.identifier.citation Moore, J. L., Lin, X., Schwartz, D. L., Petrosino, A., Hickey, D. T., Cambell, O., Hmelo, C., & The Cognition and Technology Group at Vanderbilt. (1994). The relationship between situated cognition and anchored instruction: A response to Tripp. Educational Technology, 34, 28-32. en
dc.description.abstract Tripp's analysis of our article begins with a variant of the 'We love you, but. .. " structure that is often used by reviewers and always dreaded by reviewees (i.e., "I have the greatest respect for the work the Vanderbilt Group is doing. However ... ," Tripp, 1993, p. 75). His "however" involves two "small" points of contention. First, he states that what we are doing is not situated learning; second, we are not teaching problem solving. Needless to say, these two claims by Tripp caught our attention because they suggested a perspective on our work that was novel to us. en
dc.language.iso en en
dc.publisher Educational Technology en
dc.relation.isversionof en
dc.title The Relationship Between Situated Cognition and Anchored Instruction: A Response to Tripp en
dc.type Article en

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