Situated cognition and learning: From conceptual frameworks to classroom investigations

Abstract

This article examines the basic concepts which frame this field of investigation, the diversification of theoretical positions which guide current work, and the lines of debate between advocates of cognitive versus situated perspectives on learning. Recent developments in classroom-based research on situated learning are discussed in two subject-matter areas: writing and mathematics. Certain implications for didactics, as developed in the French-speaking research community, are briefly mentioned. In conclusion, several questions are raised concerning unresolved issues in understanding how to design instructional contexts that foster situated learning.

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