Abstract

With a focus upon interpretations of Vygotsky’s work upon situated cognition, this paper explores the efficacy of the model when set against the question of how to improve forms of learning and teaching in particular settings. This paper summarises the findings from a small-scale research project which analyses current research as well as the reflective diaries of a group of experienced business studies teachers who discuss how they have each developed teaching pedagogies that enable them to the raise marginal levels of response of their students. Subsequent analysis exemplified through this paper helps us to understand the limitations of the Vygotsky model as well as the efficacy of learning and teaching techniques. The paper’s sting in the tail links cognitive processes to Heidegger’s technological enframing (Heidegger 1962,1977)!