TY - JOUR
T1 - Culture, Learning, and Development and the Natural World
T2 - The Influences of Situative Perspectives
AU - Bang, Megan
N1 - Funding Information:
The work discussed here is based upon research supported by the National Science Foundation under Grants No. 1205758, 1208209, 0353341 and 0106194. The opinions, findings, conclusions and recommendations expressed in this article are those of the authors alone and do not necessarily reflect the views or policies of the funding agencies.
Publisher Copyright:
© 2015, Copyright © Division 15, American Psychological Association.
PY - 2015/7/3
Y1 - 2015/7/3
N2 - The study of human learning and development from situative or sociocultural perspectives has had significant impacts on a wide range of scholarship largely driven by the theoretical and methodological focus on understanding the role of activity systems in cognition and development. This article first explores how situative perspectives have advanced fundamental knowledge about how culture and race impact learning and development and works to demonstrate how these understandings have enabled new insights into folk-biological cognition. Traditional cognitive, cross-cultural, and situative perspectives with respect to folkbiology are compared and contrasted to demonstrate how situative perspectives enabled more complete understandings of the complexities of biological cognition. These complexities are conceptualized as the conceptual and epistemological ecologies of activity systems. Implications for education are considered.
AB - The study of human learning and development from situative or sociocultural perspectives has had significant impacts on a wide range of scholarship largely driven by the theoretical and methodological focus on understanding the role of activity systems in cognition and development. This article first explores how situative perspectives have advanced fundamental knowledge about how culture and race impact learning and development and works to demonstrate how these understandings have enabled new insights into folk-biological cognition. Traditional cognitive, cross-cultural, and situative perspectives with respect to folkbiology are compared and contrasted to demonstrate how situative perspectives enabled more complete understandings of the complexities of biological cognition. These complexities are conceptualized as the conceptual and epistemological ecologies of activity systems. Implications for education are considered.
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U2 - 10.1080/00461520.2015.1075402
DO - 10.1080/00461520.2015.1075402
M3 - Article
AN - SCOPUS:84942930471
SN - 0046-1520
VL - 50
SP - 220
EP - 233
JO - Educational Psychologist
JF - Educational Psychologist
IS - 3
ER -