 |
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. |
|
