Situated Learning and Education

Author:

Anderson John R.1,Reder Lynne M.2,Simon Herbert A.3

Affiliation:

1. Carnegie Mellon University, Department of Psychology, Pittsburgh, PA 15213 ( ). He specializes in learning and computer-based instruction.

2. Carnegie Mellon University ( ). She specializes in learning and memory.

3. Carnegie Mellon University ( ). He specializes in learning and problem solving

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.

Publisher

American Educational Research Association (AERA)

Subject

Education

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