Situated learning in instructional settings: From euphoria to feasibility

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"

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