Article,

Situated Learning and Education

, , and .
Educational Researcher, 25 (4): 5--11 (May 1996)
DOI: 10.3102/0013189X025004005

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.

Tags

Users

  • @krevelen
  • @schultem
  • @clachapelle

Comments and Reviews