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(23.) "Hvilke sentrale utfordringer presenterer Resnick (1987) i sin…

- - - - Inter/personal cognition:
        
        (In) Individual cognition
        
        learning is mostly individual
        
        (Out) Shared cognition
        
        activities are socially shared
        
        like: work, personal life, and recreation
      - Involvement of tools
        
        (In) Tool-unaided reasoning
        
        thinking should happen unaided by physical an cognitive tools
        
        (Out) Tool manipulation
        
        most activities deeply involve the use of tools
      - Symbolic activity and meaningful contexts:
        
        (In) Abstracted from meaningful contexts
        
        symbolic activities are detached from any meaningful context
        
        (Out) Tied to meaningful contexts
        
        symbolic manipulation is tied to particular meaningful contexts
      - Scope of the applicability of learning:
        
        (In) Generalized
        
        belief in transferability of knowledge,
        
        Evidence that very little can be directly transferred
        
        connection with: Knowledge in pieces
        
        (Out) Situation-specific
        
        situation-specific learning by itself is also very limiting
    - - In // Out:
        
        Theoretical // Practical knowledge
        
        Individual // share
        
        Testing focus // tool use
  - - - does not imply continue to between:
        
        what one knows outside school and what one learns in school
  - - - either:
        
        - directly training at a specific work site
        
        involves observation and gradual development of a curriculum
        
        "Bridging apprenticeship"
        
        use simulated work environments and specially designed social interactions Have
  - - - and are organized around joint accomplishment of tasks
    - - the treatment of the subject matter is tailored to engage students in processing of meaning construction and interpretation (vs. symbol-detached-from-referent thinking)
- - - - Matematikk spill:
        - Dragon box
        
        elevene lærte godt å løse matematikk i selve spillet,
        men klarte ikke å overføre den kunnskapen til andre kontekster (de satt ikke med generell mattekunnskap)
        
        de dro det for langt, det ble for sistuasjon-spesifikk