Situated cognition and the culture of learning
John S. Brown, Allan Collins, Paul Duguid 1989 Educational Researcher v 18, p 32-41

The authors challenge the common notion that what is learned and how it is learned and used are separate. The activity in which knowledge is developed and deployed is not separable from or ancillary to learning and cognition. Nor is it neutral. Rather, it is an integral part of what is learned.

This resource is referenced here:
Resource Type: Journal Article
Research on Learning: Cognitive Domain:How information is organized:Mental models, Cognitive Domain