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 |
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Journal or Publication Title: | J. Bliss, P. Light & R. Säljö (Eds.), Learning sites: Social and technological context for learning. Amsterdam: Elsevier. |
Faculties: | Psychology and Education Science Psychology and Education Science > Department Psychology > Education and Educational Psychology Psychology and Education Science > Department Psychology > Education and Educational Psychology > Research Reports |
Subjects: | 100 Philosophy and Psychology > 100 Philosophy 100 Philosophy and Psychology > 150 Psychology |
ISSN: | psych01 |
Language: | English |
Item ID: | 182 |
Date Deposited: | 13. Apr 2005 |
Last Modified: | 26. Apr 2017, 13:09 |