The+Better-Than-Everyone-Else+Jacks


 * The two frameworks are very close analogues of microscopic and phenomenological (state) models of thermodynamics. The macroscopic model is concerned with the state of the individual particles while the phenomenological approach is concerned with the overall state of the system. The two models describe the phenomena equally well; however the information pertaining to each model is not equivalent. - Randy**

Micro = cognitive Pheno = situative

Example shows the relationship between these two competing theories. Ultimately it was realized that much like these theories in physics, both situative and cognitive theories can be used to describe the **//phenomenon of learning//**.

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 * //[There is not, or at least not overwhelming, evidence that either of these theories (explanations) is right (or mostly right)]//**

Hence the purpose of the last jointly written article. It seems as if the last was written by Anderson without Greeno's input. The purpose of the last article evades us because we felt that the conclusions in that article were those that any reader would have thought about based on the previous arguing.


 * //[Many people found Greeno's language a barrier. Anderson was more clear and direct. Is there a relationship between their prose style and their lens on learning theory?]//**

We've decided that if any statements may be made regarding the prose of cognitive versus situative thinkers it is this: Situative people, due to the abstract nature of their field, are vague and may be difficult to follow when they explore their beliefs. Cognitive people then, are more concrete and convincing with their arguments due to the ease of understanding for the reader.


 * //[Can you differentiate between things that are the phenomenon, explanations of the phenomenon, and implications based on the explanations of those phenomenon? An extension of this - what is the evidence chain that reaches to suggestions for classroom practice?]//**

We cannot find any correlation to classroom practice within these articles. Instead we have the questions of: What is classroom practice? **Is this the same as teaching?** or is it entirely different?

phenomenon-aka learning- explanations of the phenomenon - situative or cognitive implications -