Abstract
The work of Heidegger and Wittgenstein still influences research and development in such areas as sociology of science, cognitive science, and design of computer-based work environments. The purpose of this article is to show how the writings of Heidegger and Wittgenstein can be used to: (a) throw new light on studies of real-time learning in school science, (b) understand the situated nature of cognition during science activities, and (c) inform the design of new learning environments. Two case studies are used to illustrate the fruitfulness of such an approach.
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