Situated engineering learning: Bridging engineering education research and the learning sciences

Journal of Engineering Education

Volumn 100, Issue 1, 2011, Pages 151-185

  Johri, Aditya ^a   Olds, Barbara M ^b   Esmonde, Indigo ^c   Madhavan, Krishna ^d   Roth, Wolff Michael ^e   Schwartz, Dan L ^f   Tsang, Jessica ^f   Sørensen, Estrid ^g   Tabak, Iris ^h  

^a VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY   (United States)

^b NATIONAL SCIENCE FOUNDATION   (United States)

^c UNIVERSITY OF TORONTO   (Canada)

^d PURDUE UNIVERSITY   (United States)

^e UNIVERSITY OF VICTORIA   (Canada)

^f STANFORD UNIVERSITY   (United States)

^g HUMBOLDT UNIVERSITY   (Germany)

^h BEN GURION UNIVERSITY OF THE NEGEV   (Israel)

Author keywords

Engineering learning; Learning sciences; Situative learning

Indexed keywords

EDUCATION; ENGINEERING RESEARCH; SOCIAL ASPECTS;

COLLABORATIVE RESEARCH; ENGINEERING EDUCATION RESEARCH; ENGINEERING EDUCATION RESEARCH COMMUNITIES; ENGINEERING LEARNING; LEARNING SCIENCE; MUTUAL BENEFIT; SITUATIVE LEARNING;

ENGINEERING EDUCATION;

EID: 79951654441     PISSN: 10694730     EISSN: None     Source Type: Journal    
DOI: 10.1002/j.2168-9830.2011.tb00007.x     Document Type: Article

References (182)

1. Adams, R., Evangelou, D., English, L., de Figueiredo, Mousoulides, N., Pawley, A., ... Wilson, D. M. (2011). Multiple perspectives for engaging future engineers. Journal of Engineering Education, 100(1), 48-88.
2. Anderson, J. R. (1976). Language, memory and thought. Hillsdale, NJ: Lawrence Erlbaum.
3. Anderson, J. R. (Ed.). (1981). Cognitive skills and their acquisition. Hillsdale, NJ: Lawrence Erlbaum.
4. Atkins, D. E., Droegemeier, K. K., Feldman, S. I., Garcia-Molina, H., Klein, M. L., Messerschmitt, ... Wright, M. H. (2003). Revolutionizing science and engineering through cyberinfrastructure: Report of the National Science Foundation blue-ribbon advisory panel on cyberinfrastructure. Retrieved from http://www.nsf.gov/od/oci/reports/toc.jsp
5. Barron, B. (2000). Achieving coordination in collaborative problem solving groups. The Journal of the Learning Sciences, 9(4), 403-436.
6. Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12(3), 307-359. (Pubitemid 36853158)
7. Barron, B., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, T., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem and project basedlearning. The Journal of the Learning Sciences, 7(3 & 4), 271-311. (Pubitemid 128497024)
8. Bateson, G. (1978). Steps to an ecology of mind. New York, NY: Ballantine.
9. Becker, H. S. (1972). A school is a lousy place to learn anything in. American Behavioral Scientist, 16(1), 85-105.
10. Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L.B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum.
11. Berger, P. L. & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. Garden City, NY: Anchor Books.
12. Boaler, J. (2000). Identity, agency, and knowing in mathematics worlds. In J. Boaler & J. G. Greeno (Eds.), Multiple perspectives on mathematics teaching and learning (pp. 171-200). Westport, CT: Ablex Pub.
13. Borrego, M., & Bernhard, J. (2011). The emergence of engineering education research as an internationally connected field of inquiry. Journal of Engineering Education, 100(1), 14-47.
14. Bransford, J. (2007). Preparing people for rapidly changing environments. Journal of Engineering Education, 96(1), 1-3. (Pubitemid 46614916)
15. Bransford, J., Vye, N., Stevens, R., Kuhl, P., Schwartz, D., Bell, P.,. .. Sabelli, N. (The LIFE Center). (2006). Learning theories and education: Toward a decade of synergy. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 209-244). Mahwah, NJ: Lawrence Erlbaum.
16. Bransford, J., Derry, S., Berliner, D., Hammerness, K., & Beckett, K. (2005). Theories of learning and their roles in teaching. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 40-87). San Francisco, CA: Jossey-Bass.
17. Bransford, J. D., & Schwartz, D. (1999). Rethinking transfer: A simple proposal with multiple implications. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education (Vol. 24, pp. 61-100). Washington, DC: American Educational Research Association (AERA).
18. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178.
19. Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-272). Cambridge, MA: MIT Press.
20. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
21. Bruce, C., Pham, B., & Stoodley, I. (2004). Constituting the significance and value of research: Views from information technology academics and industry professionals. Studies in Higher Education, 29(2), 219-238. (Pubitemid 38421883)
22. Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
23. Bruner, J. S. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
24. Bucciarelli, L. L. (1994). Designing engineers. Cambridge, MA: MIT Press.
25. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. London, UK: Routledge.
26. Carstensen, A. K., & Bernhard, J. (2009). Student learning in an electric circuit theory course: Critical aspects and task design. European Journal of Engineering Education, 34(4), 393-408.
27. Carstensen, A.-K., & Bernhard, J. (2007, June). Critical aspects for learning in an electric circuit theory course - an example of applying learning theory and design-based educational research in developing engineering education. Paper presented at the 1st International Conference on Research in Engineering Education, Honolulu, HI.
28. Case, J. M., & Light, G. (2011). Emerging methodologies in engineering education. Journal of Engineering Education, 100(1), 186-210.
29. Center for the Advancement of Engineering Education. (2010, December). Scholarship on learning engineering. Retrieved from http://www.engr.washington. edu/caee/research-elements-portal.html
30. Clancey, W. J. (1997a). Situated cognition: On human knowledge and computer representations. Cambridge, UK: Cambridge University Press.
31. Clancey, W. J. (1997b). The conceptual nature of knowledge, situations, and activity. In P. Feltovich, K. Ford, & R. Hoffman (Eds), Human and machine expertise in context (pp. 247-291). Menlo Park, CA: The AAAI Press (The Association for the Advancement of Artificial Intelligence).
32. Clancey, W. J. (2009). Scientific antecedents of situated cognition. In P. Robbins & M. Aydede, (Eds.), The Cambridge handbook of situated cognition (pp. 11-34). New York, NY: Cambridge University Press.
33. Cobb, P., Yackel, E., & McClain, K. (Eds.). (2000). Communicating and symbolizing in mathematics: Perspectives on discourse, tools, and instructional design. Mahwah, NJ: Lawrence Erlbaum.
34. Cognition and Technology Group at Vanderbilt (CTGV). (1997). The Jasper project: Lessons in curriculum, instruction, assessment, and professional development. Mahwah, NJ: Lawrence Erlbaum Associates.
35. Cognition and Technology Group at Vanderbilt (CTGV). (2000). Adventures in anchored instruction: Lessons from beyond the ivory tower. In R. Glaser (Ed.), Advances in instructional psychology: Educational design and cognitive science, (Vol. 5, pp. 35-100). Mahwah, NJ: Lawrence Erlbaum Associates.
36. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
37. Cole, M., Engeström, Y., & Vasquez, O. (1997). Introduction. In M. Cole, Y. Engeström, & O. Vasquez (Eds.), Mind, culture and activity: Seminal papers from the laboratory of comparative human cognition (pp. 1-21). Cambridge, UK: Cambridge University Press.
38. Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O'Shea (Eds.), New directions in educational technology (pp. 15-22). New York, NY: Springer- Verlag.
39. Danish, J., & Enyedy, N. (2006). Unpacking the mediation of invented representations. Proceedings of the Seventh International Conference on the Learning Sciences, Bloomington, IN, 113-119.
40. Design-Based Research Collective (DBRC). (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
41. diSessa, A. A. (1982). Unlearning Aristotelian physics: A study of knowledge-based learning. Cognitive Science, 6(1), 37-75.
42. Derry, S. J., & Steinkuehler, C. A. (2003). Cognitive and situative theories of learning and instruction. In L. Nadel (Ed.), Encyclopedia of cognitive science (pp. 800-805). London, UK: Nature Publishing Group.
43. Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., Hall, R., .... Sherin, M. G. (2010). Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. The Journal of the Learning Sciences, 19(1), 3-53.
44. Dewey, J. (1934). Art as experience. New York, NY: Minton, Balch.
45. Dewey, J. (1896). The reflex arc concept in psychology. Psychological Review, 3(4), 357-370.
46. Dourish, P. (2001). Where the action is: The foundations of embodied interaction. Cambridge, MA: MIT press.
47. Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. 2005. Engineering design thinking, teaching and learning. Journal of Engineering Education, 94(1), 103-120.
48. Ebenezer, J. V., & Fraser, D. M. (2001). First year chemical engineering students' conceptions of energy in solution processes: Phenomenographic categories for common knowledge construction. Science Education, 85(5), 509-535.
49. Eckert, P. (1989). Jocks and burnouts: Social categories and identity in the high school. New York, NY: Teachers College Press.
50. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit Oy.
51. Engle, R. A. (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. Journal of the Learning Sciences, 15(4), 451-498. (Pubitemid 44831783)
52. Esmonde, I. (2009). Mathematics learning in groups: Analyzing equity in two cooperative activity structures. Journal of the Learning Sciences, 18(2), 247-284.
53. Etkina, E., Karelina, A., Ruibal-Villasenor, M., Rosengrant, D., Jordan, R., & Hmelo-Silver, C. E. (2010). Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories. The Journal of the Learning Sciences, 19(1), 54-98.
54. Evans, M. A., Packer, M., Stevens, R. Maddox, C., Sawyer, K., & Larreamendy, J. (2010). The learning science as a setting for learning (pp. 53-60). Proceedings of the International Conference of Learning Sciences, Chicago, IL.
55. Felder, R. M., Shepard, S. D., & Smith, K. A. (2005). A new journal for a field in transition. Journal of Engineering Education, 93(1), 7-10. (Pubitemid 40285752)
56. Fensham, P. J. (2004). Defining an identity: The evolution of science education as a field of research. Dordrecht, The Netherlands: Kluwer Academic Publishers
57. Gabrieli, J. D. E. (2009). Dyslexia: A new synergy between education and cognitive neuroscience. Science, 325(5938), 280-283.
58. Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice Hall.
59. Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave.
60. Gee, J. P. (1992). The social mind: Language, ideology and social practice. New York, NY: Bergen and Garvey.
61. Gee, J.P. (1997). Thinking, learning and reading: The situated sociocultural mind. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition: Social, semiotic and psychological perspectives (pp. 37-55). Mahwah, NJ: Lawrence Erlbaum.
62. Gill, J., Sharp, R., Mills, J., & Franzway, S. (2008). I still wanna be an engineer! Women, education and the engineering profession. European Journal of Engineering Education, 33(4), 391-402.
63. Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489-1522.
64. Giroux, H. A. (1983). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin & Garvey.
65. Gordin, D., & Pea, R. D. (1995). Prospects for scientific visualization as an educational technology. Journal of the Learning Sciences, 4(3), 249-279.
66. Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44(2), 134-141.
67. Greeno, J. G. (1997). On claims that answer the wrong question. Educational Researcher, 26(1), 5-17. (Pubitemid 127014665)
68. Greeno, J., & van de Sande, C. (2007). Perspectival understanding of conceptions and conceptual growth in interaction. Educational Psychologist, 42(1): 9-23.
69. Greeno, J. (2005). Learning in activity. In R. K. Sawyer (Ed.). Cambridge handbook of learning sciences (pp. 79-96). New York, NY: Cambridge University Press.
70. Greeno, J., Collins, A., & Resnick, L. (1996). Cognition and learning. In R. Calfee & D. Berliner (Eds.), Handbook of educational psychology (pp. 15-46). New York, NY: MacMillan.
71. Greeno, J., & Hall, R. (1997). Practicing representation: Learning with and about representational forms. Phi Delta Kappan, 78(5), 361-367. (Pubitemid 127500509)
72. Gutierrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25. (Pubitemid 36996457)
73. Haghigi, K. (2005). Quiet no longer: Birth of a new discipline. Journal of Engineering Eductaion, 95(4), 351-353.
74. Hall, R. (1996). Representation as shared activity: Situated cognition and Dewey's Cartography of Experience. Journal of the Learning Sciences, 5(3), 209-238.
75. Hall, R., & Stevens, R. (1995). Making space: A comparison of mathematical work at school and in professional design practice. In S. L. Star (Ed.), Cultures of computing (pp. 118-145). London, UK: Basil Blackwell.
76. Hamilton, E., Lesh, R., Lester, F., & Brilleslyper, M. (2008). Model-eliciting activities (MEAs) as a bridge between engineering education research and mathematics education research. Advances in Engineering Education, 1(2). Retrieved from http://advances.asee.org/vol01/issue02/papers/aee-vol01- issue02-p06.pdf
77. Harris, T. R., Bransford, J. D., & Brophy, S. P. (2002). Roles for learning sciences and learning technologies in biomedical engineering education: A review of recent advances. Annual Review of Biomedical Engineering, 4, 29-48. (Pubitemid 35217413)
78. Hatano, G., & Inagaki, K. (1986). Two courses of expertise, in child development and education in Japan. In H. Stevenson, H. Azuma, & K. Hakuta (Eds.), Child development and education in Japan (pp. 262-272). New York, NY: W. H. Freeman.
79. Heywood, J. (2005). Engineering education: Research and development in curriculum and instruction. Hoboken, NJ: Wiley-IEEE Press.
80. Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
81. Hutchins, E. (1993). Learning to navigate. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 35-63). Cambridge, UK: Cambridge University Press.
82. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
83. James, W. (1890/1950). The principles of psychology, volumes I and II. New York, NY: Dover Publications, Inc.
84. Johri, A. (2010a). Situated engineering in the workplace. Engineering Studies, 2(3), 151-152.
85. Johri, A. (2010b). Guest editorial: Creating theoretical insights in engineering education. Journal of Engineering Education, 99(3), 183-184.
86. Johri, A., & Lohani, V. (2008). Representational literacy and participatory learning: Analyzing tablet experiences in large classes. Proceedings of 38th ASEE/IEEE Frontiers in Education Conference, Saratoga Springs, NY. Retrieved from http://fie-conference.org/fie2008/papers/1288.pdf
87. Johri. A. (in press). Sociomaterial bricolage: The creation of location-spanning work practices by global software engineers. Information and Software Technology.
88. Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the Learning Sciences, 4(1), 39-103.
89. Kafai, Y., & Hmelo-Silver, C. E. (2009). Notes from the new editors-in-chief. The Journal of the Learning Sciences, 18(1), 4-6.
90. Kirshner, D., & Whitson, J. A. (1997). Introduction. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives. Mahwah, NJ: Lawrence Erlbaum.
91. Kolodner, J. L., Camp, P. J., Crismond D., Fasse, B., Gray, J., Holbrook, J., Puntembakar, S., Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle school science classroom: Putting Learning by DesignTM into practice. Journal of the Learning Sciences, 12(4), 495-548.
92. Kozma, R., Chin, E., Russell, J., & Marx, N. (2000). The roles of representations and tools in the chemistry laboratory and their implications for chemistry learning. Journal of the Learning Sciences, 9(2): 105-143.
93. Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Milton Keynes, UK: Open University Press.
94. Latour, B. (1992). Where are the missing masses? The sociology of a few mundane artifacts. In W.E. Bijker & J. Law (Eds.), Shaping technology/building society (pp. 225-258). Cambridge MA: MIT Press.
95. Latour, B. (1993). We have never been modern. Cambridge MA: Harvard University Press.
96. Lave, J. (1988). Cognition in practice. Cambridge, UK: Cambridge University Press.
97. Lave, J. (1991). Situated learning in communities of practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds). Perspectives on socially shared cognition (pp. 63-82). Washington, DC: American Psychological Association.
98. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
99. Lee, V. R., & Sherin, B. (2006). Beyond transparency: How students make representations meaningful (pp. 397-403). Proceedings of the 7th international conference on Learning sciences, Bloomington, IN.
100. Lemke, J. L. (1997). Cognition, context, and learning: A social semiotic perspective. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition: Social, semiotic and psychological perspectives (pp. 37-55). Mahwah NJ: Erlbaum.
101. Leont'ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.
102. Lesh, R. A., & Doerr, H. M. (2003). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching. Mahwah, NJ: Lawrence Erlbaum.
103. Litzinger, T., Hadgraft, R., Lattuca, L., & Newstetter, W. (2011). Engineering education and the development of expertise. Journal of Engineering Education, 100(1), 123-150.
104. Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press.
105. Madhavan, K. P. C., Johri, A., Jesiek, B., Wang, A., Wankat, P., & Xian, H. (2010). Interactive knowledge networks for engineering education research (Alpha). Retrieved from http://www.ikneer.org.
106. McCracken W., & Newstetter, W. (2001). Text to diagram to symbol: Representational transformations in problem-solving. Proceedings of IEEE Conference on Frontiers in Education, Reno, NV.
107. McDermott, R. (1999). Culture is not an environment of the mind. Journal of the Learning Sciences, 8(1), 157-169.
108. Mead, G. H. (1934/1962). Mind, self, and society: From the standpoint of a social behaviorist. Chicago, IL: University of Chicago Press.
109. Meltzoff, A. N., Kuhl, P. K., Movellan, J., & Sejnowski, T. J. (2009). Foundations for a new science of learning. Science, 325(5938), 284-288.
110. Nasir, N. S., & Hand, V. (2008). From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics. Journal of the Learning Sciences, 17(2), 143-179.
111. Nathan, M. J., & Alibali, M. W. (2010). Learning sciences. Wiley Interdisciplinary Reviews: Cognitive Science, 1(3), 329-345.
112. National Academy of Engineering. (2008). Grand challenges for engineering. Retrieved from http://www.engineeringchallenges.org/cms/8996/9127. aspx
113. National Research Council. (1999). Being fluent with information technology. Washington, DC: National Academies Press.
114. National Research Council. (2005). How people learn: Brain, mind, experience, and school. (Expanded Edition). Washington, DC: National Academies Press.
115. National Research Council. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academies Press.
116. Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs NJ: Prentice-Hall.
117. Norman, D. A. (1993a). Cognition in the head and in the world: An introduction to the special issue on situated action. Cognitive Science, 17(1), 1-6.
118. Norman, D. A. (1993b). Things that make us smart: Defending human attributes in the age of the machine. New York, NY: Adison-Wesley.
119. NSF Task Force on Cyberlearning (NSFTFC). (2008). Fostering learning in the networked world: The cyberlearning opportunity and challenge, (NSF 08-204). Arlington, VA: National Science Foundation. Retrieved from http://www.nsf.gov/ pubs/2008/nsf08204/nsf08204.pdf
120. Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 7(4), 557-576.
121. Paretti, M. C. (2008). Teaching communication in capstone design: The role of the instructor in situated learning. Journal of Engineering Education, 97(4), p. 491-503.
122. Pea, R. D. (1985). Beyond amplification: Using computers to reorganize human mental functioning. Educational Psychologist, 20(4), 167-182.
123. Pea, R. D. (1993a). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.). Distributed cognitions: Psychological and educational considerations (pp. 47-87). New York, NY: Cambridge University Press.
124. Pea, R. D. (1993b). Learning scientific concepts through material and social activities: Conversational analysis meets conceptual change. Educational Psychologist, 28(3), 265-277.
125. Pea, R., & Collins, A. (2008). Learning how to do science education: Four waves of reform. In Y. Kali, M. C. Linn, & J. E. Roseman. (Eds.), Designing coherent science education (pp. 3-12). New York, NY: Teachers College Press.
126. Perkins, D. N. (1993). Person-plus: A distributed view of thinking and learning. In G. Salomon (Ed.) Distributed cognitions. Psychological and educational considerations (pp. 88-110). New York, NY: Cambridge University Press.
127. Piaget, J. (1952). The origins of intelligence in children. Trans. M. Cook. New York, NY: International Universities Press.
128. Piaget, J. (1964). Development and learning. In R. E. Ripple & V. N. Rockcastle. (Eds.). Piaget rediscovered. Ithaca, NY: Cornell University Press.
129. Pierrakos, O., Beam, T. K., Constantz, J., Johri, A., & Anderson, R. (2009). On the development of a professional identity: Engineering persisters vs. engineering switchers. Proceedings of 39th ASEE/IEEE Frontiers in Education Conference, San Antonio, TX.
130. Polanyi, M. (1967). The tacit dimension. New York, NY: Anchor Books.
131. Reason, P., & Bradbury, H. (2008). The SAGE handbook of action research: Participative inquiry and practice. Thousand Oaks, CA: Sage Publications.
132. Resnick, L. (1987). Learning in school and out. Educational Researcher, 16(9), 13-20.
133. Resnick, L., Levine, J. M., & Teasley, S. D. (Eds.). (1991). Perspectives on socially shared cognition. Washington, DC: American Psychological Association.
134. Robbins, P., & Aydede, M. (Eds.). (2009). The Cambridge handbook of situated cognition. New York, NY: Cambridge University Press.
135. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.
136. Rogoff, B. (1995). Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship. In J. Wertsch, P. del Río, & A. Alvarez. (Eds.). Sociocultural studies of mind. New York, NY: Cambridge University Press.
137. Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
138. Rogoff, B., & Lave, J. (1984). Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.
139. Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2(3), 235-276.
140. Roschelle, J., & Pea, R. D. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning (CSCL). The International Journal of Cognition and Technology, 1(1), 145-168.
141. Roth, W.-M. (2003). Toward an anthropology of graphing: Semiotic and activity-theoretic perspectives. Dordrecht, The Netherlands: Kluwer Academic Publishers.
142. Rummel, N., & Spada, H. (2005). Learning to collaborate: An instructional approach to promoting collaborative problem-solving in computer-mediated settings. Journal of the Learning Sciences, 14(2), 201-241. (Pubitemid 40551445)
143. Salomon, G. (Ed.). (1992). Distributed cognitions: Psychological and educational considerations (pp. 47-87). New York, NY: Cambridge University Press.
144. Salomon, G., & Perkins, D. N. (1998). Individual and social aspects of learning. Review of Research in Education, 23, 1-24.
145. Sawyer, R. K., & Greeno, J. (2009). Situativity and learning. In P. Robbins & M. Aydede (Eds.), The Cambridge handbook of situated cognition (pp. 347-367). New York, NY: Cambridge University Press.
146. Saxe, G. B., & Guberman, S. R. (1998). Studying mathematics learning in collective activity. Learning & Instruction, 8(6), 489-501. (Pubitemid 128340267)
147. Schön, D. (1983) The reflective practitioner. New York, NY: Basic Books.
148. Scribner, S. (1997a). Knowledge at work. In E. Tobach, R. J. Falmagne, M. B. Parlee, L. M. W. Martin & A. S. Kapelman (Eds.), Mind & social practice: Selected writings of Sylvia Scribner (pp. 308-318). Cambridge, UK: Cambridge University Press.
149. Scribner, S. (1997b). Studying working intelligence. In E. Tobach, R. J. Falmagne, M. B. Parlee, L. M. W. Martin & A. S. Kapelman (Eds.), Mind and social practice: Selected writings of Sylvia Scribner (pp. 338-366). Cambridge, UK: Cambridge University Press.
150. Seely, B. E.(1999). The other re-engineering of engineering education, 1900-1965. Journal of Engineering Education, 88(3), 285-294.
151. Sfard, A. (1998, March). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2)4-13. (Pubitemid 128056715)
152. Sfard, A., & McClain, K. (2002). Guest editors introduction: Analyzing tools: Perspectives on the role of designed artifacts in mathematics learning. Journal of the Learning Sciences, 11(2): 153-161. (Pubitemid 36618861)
153. Shulman, L. S. (2005). If not now, when? The timeliness of scholarship of the education of engineers. Journal of Engineering Education, 94(1), 11-12. (Pubitemid 40285753)
154. Schwartz, D. L., & Bransford, J. D. (1998). A time for telling. Cognition & Instruction, 16(4), 475-522. (Pubitemid 128368485)
155. Schwartz, D. L., & Martin, T. (2004) Inventing to prepare for learning: The hidden efficiency of original student production in statistics instruction. Cognition & Instruction, 22(2), 129-184. (Pubitemid 38808943)
156. Sørensen, E. (2009) The materiality of learning: Technology and knowledge in educational practice. New York, NY: Cambridge University Press.
157. Stevens, R. (2000). Divisions of labor in school and in the workplace: Comparing computer and paper-supported activities across settings. Journal of the Learning Sciences, 9(4), 373-401.
158. Stevens, R., O'Connor, K., Garrison, L., Jocuns, A., & Amos, D. M. 2008. Becoming an engineer: Toward a three dimensional view of engineering learning. Journal of Engineering Education, 97(3), 355-368.
159. Streveler, R. A., Litzinger, T. A., Miller, R. L., & Steif, P. S. (2008). Learning conceptual knowledge in the engineering sciences: Overview and future research directions. Journal of Engineering Education, 97(3), 279-294.
160. Streveler, R. A., & Smith, K. A. (2006). Conducting rigorous research in engineering education. Journal of Engineering Education, 95(2), 103-105.
161. Suchman, L. (1987). Plans and situated action. New York, NY: Cambridge University Press.
162. Suchman, L. (1995). Making work visible. Communications of the ACM, 38(9), 57-64.
163. Suchman, L. A. (2007). Human-machine reconfigurations: Plans and situated actions. New York, NY: Cambridge University Press.
164. Swarat, S., Light, G., Park, E.-J., & Drane, D. (in press). A typology of undergraduate students' conceptions of size and scale: Identifying and characterizing conceptual variation. Journal of Research in Science Teaching.
165. Tabak, I. (2004). Reconstructing context: Negotiating the tension between exogenous and endogenous educational design. Educational Psychologist, 39(4), 225-233. (Pubitemid 40030827)
166. Tomasello, M., & Call, J. (1997). Primate cognition. New York, NY: Oxford University Press.
167. Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.
168. Vera, A. H., & Simon, H. A. (1993). Situated action: A symbolic interpretation. Cognitive Science, 17(1), 7-48.
169. Vosniadou, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), 55-66.
170. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
171. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
172. Vygotsky, L. S. (1997). The collected works by L. S. Vygotsky (6 vols.). New York, NY: Plenum.
173. Wald, M. (2006). Editorial. International Journal of Engineering Education, 22(6), 1121.
174. Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.
175. Wertsch, J. V. (1993). Voices of the mind. Cambridge, MA: Harvard University Press.
176. Wenger, E. (1999) Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
177. Whyte, W. F., Greenwood, D. J., & Lazes, P. (1989). Participatory action research: Through practice to science in social research. American Behavioral Scientist, 32(5), 513.
178. Winsor, D. A. (1996). Writing like an engineer: A rhetorical education. Mahwah, NJ: Lawrence Erlbaum.
179. Yildirim, T. P., Besterfield-Sacre, M. B., & Shuman, L. (2010). Model-eliciting activities: Assessing engineering student problem solving and skill integration process. International Journal of Engineering Education, 26(4), 831-845.
180. Zhang, J. (1997). The nature of external representations in problem solving. Cognitive Science, 21(2), 179-217. (Pubitemid 127165267)
181. Zawojewski, J. S., Diefes-Dux, H. A., & Bowman, K. J. (Eds.). (2008). Models and modeling in engineering education: Designing experiences for all students. Rotterdam, The Netherlands: Sense Publishers.
182. Zuboff, S. (1989). In the age of the smart machine: The future of work and power. New York, NY: Basic Books.