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Situated Cognition and Problem-Based Learning: Implications for Learning and Instruction with Technology
Article

, National Institute of Education, Singapore

Journal of Interactive Learning Research Volume 13, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The aims of this article are three-fold. First, this article reviews the foundational premises of situated cognition and attempts to substantiate its theoretical underpinnings with the transactional worldview supported by the works of John Dewey, the later Lugwid Wittgenstein, Michael Polanyi, and others. Second, having reviewed the literature, we attempt to draw connections between situated cognition and Problem-Based Learning (PBL) as an instructional process. From these implications, we argue that PBL is fundamentally congruent to situated cognition. Third, from the previous discussion, we draw implications from situated cognition and PBL to learning and instruction with technology. We argue that instruction and the use of technology should focus on the historical and social process of learning centered on authentic problems and tasks.

Citation

Hung, D. (2002). Situated Cognition and Problem-Based Learning: Implications for Learning and Instruction with Technology. Journal of Interactive Learning Research, 13(4), 393-414. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2019 from .

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