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Peer reviewed Peer reviewed
ERIC Number: EJ528724
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-189X
Situated Learning and Education.
Anderson, John R.; And Others
Educational Researcher, v25 n4 p5-11 May 1996
Reviews the following claims of situated learning: action is grounded in the concrete situation in which it occurs; knowledge does not transfer between tasks; training by abstraction is of little use; and instruction must be done in complex, social environments. The authors, focusing on mathematics education, critically evaluate each claim and discuss some educational implications. (GR)
Descriptors: Cognitive Psychology, Criticism, Educational Improvement, Educational Philosophy, Elementary Secondary Education, Learning Processes, Learning Theories, Mathematics Education
Publication Type: Reports - Descriptive; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Situated Learning