Situated learning in instructional settings: From euphoria to feasibility

Renkl, Alexander; Gruber, Hans and Mandl, Heinz (November 1996): Situated learning in instructional settings: From euphoria to feasibility. (Research report No. 74). Munich: Ludwig-Maximilians-University, Chair of Education and Educational Psychology, Internet, ISSN 1614-6336

Abstract

The ideas of the situated learning movement have received much attention and even enthusiasm in recent years. However, for the implemention of effective learning environments based on a rationale of situatedness, some problems have to be solved. Three of them are discussed in detail: (1) Neglect of specifying the type of instructional support that is necessary for effective situated learning, (2) over-confidence in the engagement-inducing potential of complex problems, and (3) undifferentiated use of the notion "activity".

Abstract

Dem Gedankengut der "Situated-Learning"-Bewegung wurde in den letzten Jahren viel Aufmerksamkeit, ja gar Begeisterung entgegengebracht. Um es aber bei der Einrichtung effektiver Lernumgebungen umsetzen zu können, müssen zunächst noch einige Probleme gelöst werden. Drei dieser Probleme diskutieren wir im Detail: (1) Bestimmung der Formen instruktionaler Unterstützung, die für effektives situiertes Lernen notwendig sind; (2) (zu großes) Zutrauen in das Potential komplexer Problems, hohes Engagement auszulösen; (3) undifferenzierter Gebrauch des Begriffes "Aktivität".

• Item Type: Paper (Research Paper)
• Subjects: Psychology and Education Science; Psychology and Education Science > Education and Educational Psychology; Psychology and Education Science > Education and Educational Psychology > Research Reports
• Dewey Classification: 100 Philosophy and Psychology; 100 Philosophy and Psychology > 150 Psychology
• Language: English