M S M T A P Group's scientific contributions
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It was automatically created by ResearchGate to create a record of this author's body of work. We create such pages to advance our goal of creating and maintaining the most comprehensive scientific repository possible. In doing so, we process publicly available (personal) data relating to the author as a member of the scientific community.
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Publications (2)
The situative perspective shifts the focus of analysis from individual behavior and cognition to larger systems that include behaving cognitive agents interacting with each other and with other subsystems in the environment. The first section presents a version of the situative perspective that draws on studies of social interaction, philosophical...
Citations
... This occurs through a process that can formally be characterized as argumentation, involving hypothesis, claims supported by evidence, rebuttal of potential counter-claims, and preliminary professional judgment (Cope et al. 2013, Gillies and Khan 2009, Toulmin 2003, van Eemeren, Grootendorst and Henkemans 2002. Typical media for clinical case analysis are case textbooks (Geha and Notarangelo 2016), project-based learning (Greeno 1998), team-based learning (Michaelsen and Sweet 2008), and oral-discussion of cases in situ in medical contexts. Each of these media has its limitations: textbooks tend to transmit knowledge more than encourage active problem solving and professional collaboration (Boulos, Maramba and Wheeler 2006); projectbased learning is difficult and expensive to assess given the complexity of the artifacts created, and often the lack of explicit clarity in their documentation (Kreijns, Kirschner and Jochems 2003); and in-situ oral engagements are ephemeral where most interactions are invisible to the instructor, and leaving few analyzable traces of the participants' thinking processes (Artino et al. 2014). ...
... Language is intricately linked to observing nature, quantifying observations, and synthesizing results into theories [5]. Hence, comprehending and producing language was linked to scientific literacy in a fundamental sense [6,7,8,9]. The command of physics language then becomes a resource for reasoning, conceptual understanding, and learning [10,11], as spoken and written language are modes within disciplinary discourses that represent the ways of knowing in a discipline [12]. ...
