The Relationship Between Situated Cognition and Anchored Instruction: A Response to Tripp

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dc.contributor.authorMoore, Joyce L.
dc.contributor.authorLin, Xiaodong
dc.contributor.authorSchwartz, Daniel L.
dc.contributor.authorPetrosino, Anthony
dc.contributor.authorHickey, Daniel T.
dc.contributor.authorCampbell, Olin
dc.contributor.authorHmelo, Cindy
dc.contributor.authorThe Cognition and Technology Group
dc.date.accessioned2019-04-15T15:24:02Z
dc.date.available2019-04-15T15:24:02Z
dc.date.issued1994-10
dc.description.abstractTripp'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.identifier.citationMoore, 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.identifier.urihttps://hdl.handle.net/2022/22918
dc.language.isoenen
dc.publisherEducational Technologyen
dc.relation.isversionofhttps://www.jstor.org/stable/44428227en
dc.titleThe Relationship Between Situated Cognition and Anchored Instruction: A Response to Trippen
dc.typeArticleen

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