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What is Situated Learning Theory

Chapter 10
Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education
Postulates that all learning occurs within a given context and the learning that happens is the outcome of the interaction and contact between the people, places, objects, process and culture within and related to the given situation.
Published in Chapter:
A Research Map to Leverage Augmented Reality in K12 Science Education
Longkai Wu (National Institution of Education, Nanyang Technological University, Singapore) and Yun Wen (National Institution of Education, Nanyang Technological University, Singapore)
Copyright: © 2021 |Pages: 16
DOI: 10.4018/978-1-7998-5043-4.ch010
Abstract
This chapter presents a research map of designing an AR-integrated science trail for an inquiry-based curriculum for K12 science learning. Despite the potential advantages of using AR in education and its suitability for supporting science learning through simulation activities, AR's concrete uses are relatively not as well understood as that of other technologies. Prior studies have shown the value of inquiry-based learning complemented by computer technology in a scenario-based learning environment. To appropriate the potential of AR in education, this chapter aims at summarizing pedagogical affordances of AR in science education and exemplifying an AR-integrated science trail design. A comprehensive research map of designing an AR-enhanced science trail by integrating inquiry-based learning is elucidated in this chapter to provide insights for the design of AR-integrated subject learning and out-of-classroom learning.
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Chapter 5
Learning to Teach English Language Learners as “a Side Note”: TESOL Pre-Service Teachers' Perspectives of Their Professional Preparation
The belief that learning is situated in the engagement of practices, and the practices are situated in the social world. How learners learn and the situation in which learning happens is a fundamental part of what is learned.
Published in Chapter: Learning to Teach English Language Learners as “a Side Note”: TESOL Pre-Service Teachers' Perspectives of Their Professional Preparation; From: Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students
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