Context Analysis of Teachers’ Learning Design Practice Through Activity Theory, Distributed Cognition, and Situated Cognition

The objective of this work was to analyze how different theoretical frameworks encompass the teachers’ learning design practice. We compared the use of Activity Theory, Distributed Cognition, and Situated Cognition theoretical frameworks to deal with data analysis and interpretations and compared th...

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Detalhes bibliográficos
Autor principal: Queiros, Leandro Marques (author)
Outros Autores: Silva, Carlos J. P. (author), Gomes, Alex S. (author), Moreira, Fernando (author)
Formato: bookPart
Idioma:eng
Publicado em: 2021
Assuntos:
Lesson planning
Teacher practice
Learning design
Texto completo:http://hdl.handle.net/11328/3470
País:Portugal
Oai:oai:repositorio.uportu.pt:11328/3470

Texto Completo

http://hdl.handle.net/11328/3470

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