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Situated Learning and Education

Situated Learning and Education,10.2307/1176775,Educational Researcher,John R. Anderson,Lynne M. Reder,Herbert A. Simon

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Situated Learning and Education   (Citations: 366)
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This paper provides a reviezo 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. ollowing on the so-called "cognitive revolution" in psychology that began in the 1960s, education, and particularly mathematics and science education, has been acquiring new insights from psychology and new approaches and instructional techniques based on these insights. At the same time, cognitive psychologists have being paying increasing attention to education as an area of application of psychological knowledge and as a source of important research problems. As research in cognitive psychology progresses and increasingly addresses itself to educational issues, even closer and more productive links can be formed between psychology and mathematics education. However, some educational opinion, including opinion that is quite contrary to the body of empirical evidence available on these matters, is presented as deriving from cognitive psychology. For instance, Lesh and Lamon (1992) write in the introduction to a recent book they edited:
Journal: Educational Researcher , vol. 25, no. 4, pp. 5-11, 1996
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