Situated Learning and Education1

  title={Situated Learning and Education1},
  author={J. Anderson and L. Reder and H. Simon},
  journal={Educational Researcher},
  pages={11 - 5}
  • J. Anderson, L. Reder, H. Simon
  • Published 1996
  • Psychology
  • Educational Researcher
  • 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… CONTINUE READING
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