|
 |
Category
Situated Learning |
Type
Abstract |
Year
1996 |
Authors
Anderson, J. R., Reder, L. M., Simon, H. A. |
Title
Situated Learning and Education |
Periodical
Educational Researcher |
Abstract
This paper provides a review of the claims of situated learning that are having an increasing influence on education generally and mathematics education particularly. We review the four central claims of situated learning with respect to education:( 1) action is grounded in the concrete situation in which it occurs; (2) knowledge does not transfer between tasks; (3) training by abstraction is of little use; and (4) instruction must be done in complex, social environments. In each case, we cite empirical literature to show that the claims are overstated and that some of the educational implications that have been taken from these claims are misguided. |
|
|
| |
Category
Situated Learning |
Type
Journal |
Year
2000 |
Authors
Anderson, J. R., Greeno, J. G., Reder, L. M., Simon, H. A. |
Title
Perspectives on Learning, Thinking, and Activity |
Periodical
Educational Researcher |
Abstract
We continue the discussion of cognitive and situative perspectives by identifying several important points on which we judge the perspectives to be in agreement: (a) Individual and social perspectives on activity are both fundamentally important in education; (b) Learning can be general, and abstractions can be efficacious, but they sometimes aren't; (c) Situative and cognitive approaches can cast light on different aspects of the educational process, and both should be pursued vigorously; (d) Educational innovations should be informed by the available scientific knowledge base and should be evaluated and analyzed with rigorous research methods
|
|
|
| |
| |
| |
| |
| |
|
|
|
|
|
|
