Saturday, July 29, 2006
Formal vs. Informal Learning
Two weeks ago I read Everyday Cognition, a book edited by Barbara Rogoff and Jean Lave (1984).
Three chapters that explored formal and informal learning and captured my attention where: “Adult Guidance of Cognitive Development” by B. Rogoff and W. Gardner [Ch. 4], “A theory of the Teacher in the Learning Activities of Everyday Life” by P. M. Greenfield [Ch. 5], and “The Creation of Context in Joint Problem-Solving” by J. V. Wertsch, N. Minick, & F. J. Arns [Ch. 7].
In this book I found references to the concept of cheating, working with others to construct knowledge. The idea that “cooperation among pupils in schools is called cheating” (p. 137) is something that I need to explore further, if not in my dissertation, sometime soon.
The Vygotskian concept of the “zone of proximal development” is also present in this work, as well as Piaget’s idea of scaffolding. Greenfield pointed out that formal learning as it occurs in schools emphasizes on independent learning, trial an error, and less scaffolding. Interaction between novice and expert in the school setting is accomplished through “explicit explanation or watching demonstration by an adult” (Rogoff & Gardner, p. 116). Wertsch, Minick, and Arns added “errors are expected and sometimes encouraged” (p. 155) in formal education. In contrast, on informal learning settings scaffolding is always present, the expert provides “exactly what was required from the very beginning” (Greenfield, p. 134) resulting in few errors on the novice’s side. Wertsch, Minick, and Arns further noted “learner’s performance is monitored closely and that independent functioning is not encouraged until it is likely to be error free” (p. 155). They also make the connection between informal learning and apprenticeship.
Another interesting point presented by Greenfield is the Vygotskian concept of interaction and how people masters an activity interindividually first and then intraindividually (p. 135-136). This idea is also present in Wertsch, Minick, and Arns work, according to which learning starts a the 'social plane', between people, and then after schooling, repetive practice, trial-and-error, and apprenticeship, learning is internalized.
Rogoff, B. & Lave, J. (1984). Everyday Cognition: Its development in social context. Cambridge, MA: Harvard University Press.
Three chapters that explored formal and informal learning and captured my attention where: “Adult Guidance of Cognitive Development” by B. Rogoff and W. Gardner [Ch. 4], “A theory of the Teacher in the Learning Activities of Everyday Life” by P. M. Greenfield [Ch. 5], and “The Creation of Context in Joint Problem-Solving” by J. V. Wertsch, N. Minick, & F. J. Arns [Ch. 7].
In this book I found references to the concept of cheating, working with others to construct knowledge. The idea that “cooperation among pupils in schools is called cheating” (p. 137) is something that I need to explore further, if not in my dissertation, sometime soon.
The Vygotskian concept of the “zone of proximal development” is also present in this work, as well as Piaget’s idea of scaffolding. Greenfield pointed out that formal learning as it occurs in schools emphasizes on independent learning, trial an error, and less scaffolding. Interaction between novice and expert in the school setting is accomplished through “explicit explanation or watching demonstration by an adult” (Rogoff & Gardner, p. 116). Wertsch, Minick, and Arns added “errors are expected and sometimes encouraged” (p. 155) in formal education. In contrast, on informal learning settings scaffolding is always present, the expert provides “exactly what was required from the very beginning” (Greenfield, p. 134) resulting in few errors on the novice’s side. Wertsch, Minick, and Arns further noted “learner’s performance is monitored closely and that independent functioning is not encouraged until it is likely to be error free” (p. 155). They also make the connection between informal learning and apprenticeship.
Another interesting point presented by Greenfield is the Vygotskian concept of interaction and how people masters an activity interindividually first and then intraindividually (p. 135-136). This idea is also present in Wertsch, Minick, and Arns work, according to which learning starts a the 'social plane', between people, and then after schooling, repetive practice, trial-and-error, and apprenticeship, learning is internalized.
Rogoff, B. & Lave, J. (1984). Everyday Cognition: Its development in social context. Cambridge, MA: Harvard University Press.
