…[F]or one may explain (or predict) behavior by observing what are the “obvious” things to do to attain the goal (even though they may be insufficient), and therefore what are the things that the problem solver, being a bear of little brain, will do.
—Newell & Simon (1972, p. 79)
The attempt to clarify the concept of situated learning led to critical concerns about the theory and to further revisions that resulted in the move to our present view that learning is an integral and inseparable aspect of social practice.
—Lave & Wenger (1991, p. 31)
These steps were all definitely in the line of the transactional ...