CHAT/IT: Towards conceptualizing learning in the context of formal organizations

March 1st, 2008 | RESEARCH

This article is intended to spark a discussion between two research communities—scholars who study learning and scholars who study educational organizations. A secondary purpose is to encourage researchers to look beyond schools to examine learning in other types of educational organizations. The authors outline a framework to guide research on the relationship between learning and the social contexts afforded by formal organizations. The framework combines elements of cultural historical activity theory, a sociocultural theory of learning, and institutional theory, which is a constructivist theory of organization. The authors employ preliminary findings from research and secondary historical accounts to illustrate the potential of the framework for guiding research that ties learning to contexts in formal organizations.


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Team Members

Rodney Ogawa, Author, University of California, Santa Cruz
Rhiannon Crain, Author, University of California, Santa Cruz
Molly Loomis, Author, University of California, Santa Cruz
Tamara Ball, Author, University of California, Santa Cruz


Publication: Educational Researcher
Volume: 37
Number: 2
Page(s): 83

Related URLs


Audience: Educators | Teachers | Museum | ISE Professionals
Discipline: Education and learning science | General STEM
Resource Type: Peer-reviewed article | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs | Museum and Science Center Programs | Public Programs