Situated Learning in a Classroom Community

Pitri, Eliza

doi:10.1080/00043125.2004.11653570

Cited by 8 publications

(3 citation statements)

References 4 publications

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“…Research involving social learning theory and placing students in authentic learning environments has been recently conducted involving language acquisition, community building, engineering writing, pedagogy of teacher education, art curriculum for K‐5 students, and corporate business applications (Comas‐Quinn et al., ; Edmonds‐Cady & Sosulski, ; Johri & Olds, ; Korthagen, ; Pitri, ; Wasko & Faraji, ; Woolf & Quinn, ). The consensus between these research projects is students are able to develop a deeper understanding of content when one is involved in its real‐world application rather than formal learning in school, which is often not transferred as one might wish.…”

Section: Theoretical Perspectivementioning

confidence: 99%

“…Scaffolding also appeared as an important part of teaching students in this manner, as instructors initially helped students and promoted community but eventually stepped back allowing the pupils to take full charge of their activity (Edmonds‐Cady & Sosulski, ; Johri & Olds, ; Woolf & Quinn, ). By applying situated learning theory to educational practices, students collaborate in groups (Comas‐Quinn et al., ; Edmonds‐Cady & Sosulski, ; Johri & Olds, ; Korthagen, ; Mills, ; Paretti, ; Pitri, ; Shaltry, Henriksen, Wu, & Dickson, ); engage with people in community, which teaches them how to interact in professional settings (Edmonds‐Cady & Sosulski, ; Johri & Olds, ; Korthagen, ; Shaltry et al., ; Woolf & Quinn, ); and work through real‐life challenges (Comas‐Quinn et al., ; Edmonds‐Cady & Sosulski, ; Johri & Olds, ; Korthagen, ; Mills, ; Shaltry et al., ).…”

Section: Theoretical Perspectivementioning

confidence: 99%

See 1 more Smart Citation

Developing Middle School Students' Interests in STEM via Summer Learning Experiences: See Blue STEM Camp

Mohr-Schroeder

Jackson

Miller

et al. 2014

School Sci & Mathematics

155

132

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It is a well-known fact that, in general, many students have a lack of interest and proficiency in mathematics and science. Therefore, it is imperative that we prepare and inspire all students, specifically students of underrepresented populations, to learn science, technology, engineering, and mathematics (STEM) content. Now in its fourth year, See Blue STEM Camp was created in order to expose middle-level students to a variety of STEM fields and STEM professionals through hands-on project-based learning experiences in order to increase their interest in STEM. This paper describes the structure and the activities of the camp. In this innovative project, we utilized an embedded mixed methods study design to investigate the extent middle level students' attitudes, perceptions, and interest in and toward STEM fields and careers changed after participating in an informal learning environment of a five-day day camp held on the campus of a major university in the mid-south. The results revealed an increase in their motivation and interest in STEM fields; in fact, there was 3% increase from pre to post in interest in STEM careers. The data also revealed that a majority of the participating middle school students found the STEM content sessions "fun" and engaging, specifically citing the hands-on experiences they received.

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Section: Theoretical Perspectivementioning

confidence: 99%

Section: Theoretical Perspectivementioning

confidence: 99%

Developing Middle School Students' Interests in STEM via Summer Learning Experiences: See Blue STEM Camp

Mohr-Schroeder

Jackson

Miller

et al. 2014

School Sci & Mathematics

155

132

View full text Add to dashboard Cite

show abstract

“…4). Immersing in a foreign context provided students opportunities to see how the locals' way of thinking is highly mediated by their broad social, economic and physical environment (Pitri, 2004). For example, a functionally designed kitchen for people in one region can be seen as dysfunctional in another region due to different cultural and economic conditions.…”

Section: Discussionmentioning

confidence: 99%

Situated Learning – Foreign Sites as Learning Contexts

Chang

2021

JCIHE

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As part of the globalization effort, study abroad has been researched in the fields of education, business, language, etc. However, what is not well-discussed is how foreign sites in study abroad programs can function as learning contexts to promote in-depth learning in various subject areas, which was the purpose of this study. Twelve participants from one public research university involved in some study abroad programs were interviewed. Documents such as syllabi and travel plans relevant to participants’ trip were also collected. The data were analyzed inductively. The findings show that foreign sites serve as learning context to support students’ learning by (a) providing cues to understand new knowledge from different perspectives; (b) providing a context to understand the meaning behind words; (c) providing minute details tying facts towards abstract knowledge; and (d) creating a space for stimulating emotional attachments.

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