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Situated Learning and Education1
John R. Anderson, Professor of psychology and computer science
Carnegie Mellon University, Department of Psychology, Pittsburgh, PA 15213 (ja{at}cmu.edu). He specializes in learning and computer-based instruction.
Lynne M. Reder, Professor in the Department of Psychology
Carnegie Mellon University (reder{at}cmu.edu). She specializes in learning and memory.
Herbert A. Simon, Professor of psychology and computer science
Carnegie Mellon University (has{at}cs.cmu.edu). He specializes in learning and problem solving
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 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.
Educational Researcher, Vol. 25, No. 4,
5-11 (1996)
DOI: 10.3102/0013189X025004005
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