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Journal articles on the topic 'Situated Education'

Author: Grafiati

Published: 5 June 2025

Last updated: 15 July 2025

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1

Anderson, John R., Lynne M. Reder, and Herbert A. Simon. "Situated Learning and Education." Educational Researcher 25, no. 4 (1996): 5–11. http://dx.doi.org/10.3102/0013189x025004005.

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2

Artemeva, Natasha, Christen Rachul, Bridget O’Brien, and Lara Varpio. "Situated Learning in Medical Education." Academic Medicine 92, no. 1 (2017): 134. http://dx.doi.org/10.1097/acm.0000000000001495.

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3

Kirk, David, and Doune Macdonald. "Situated Learning in Physical Education." Journal of Teaching in Physical Education 17, no. 3 (1998): 376–87. http://dx.doi.org/10.1123/jtpe.17.3.376.

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In this paper we argue that a version of situated learning theory, as one component of a broader constructivist theory of learning in physical education, can be integrated with other forms of social constructionist research to provide some new ways of thinking about a range of challenges currently facing physical educators, such as the alienation of many young people from physical education. The paper begins with a brief comment on some uses of the term “constructivism” in the physical activity pedagogy literature, then provides a more detailed outline of some of the key tenets of Lave and Wenger’s (1991) theory of situated learning. We then go on to show how this theory of situated learning can be applied to thinking about the social construction of school physical education, using the example of sport education.

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4

Burbules, Nicholas C., and Kathleen Knight-Abowitz. "A Situated Philosophy of Education." Philosophy of Education 64 (2008): 268–76. http://dx.doi.org/10.47925/2008.268.

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5

Ben-Ari, Mordechai. "Situated Learning in Computer Science Education." Computer Science Education 14, no. 2 (2004): 85–100. http://dx.doi.org/10.1080/08993400412331363823.

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6

Li, Guofang. "Literacy as Situated Practice." Canadian Journal of Education / Revue canadienne de l'éducation 26, no. 1 (2001): 57. http://dx.doi.org/10.2307/1602145.

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7

Afflerbach, Peter P. "Accountability Testing: Getting Situated." Educational Researcher 38, no. 6 (2009): 468–71. http://dx.doi.org/10.3102/0013189x038006468.

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8

Cigman, Ruth. "Situated Self-Esteem." Journal of Philosophy of Education 38, no. 1 (2004): 91–105. http://dx.doi.org/10.1111/j.0309-8249.2004.00365.x.

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9

Ebbutt, David. "Situated Ethics in Educational Research." Educational Action Research 9, no. 2 (2001): 311–20. http://dx.doi.org/10.1080/09650790100200325.

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10

Fisher, Ros. "Teaching writing: a situated dynamic." British Educational Research Journal 38, no. 2 (2012): 299–317. http://dx.doi.org/10.1080/01411926.2010.544711.

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11

SAGNANE, SAIKOU OUMAR. "Hegemonic Knowledge and Situated Knowledge." Journal of International Students 14, no. 2 (2023): 17–31. http://dx.doi.org/10.32674/jis.v14i2.6385.

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What is power? What is knowledge? What is the link between power and knowledge? This paper interrogates the relationship between knowledge and power in the context of Guinea's epidemic crises and political events. It draws on observational data collected during the Ebola epidemic (2013-2016), the Covid-19 pandemic (2020-2022), and the ongoing military transition in the country since September 2021. The article first looks at the conception of the relationship between power and knowledge in decolonial literature and the writings of Amadou Hampâté Bâ. The text then describes this relationship in the context of the Ebola and Covid-19 epidemics, and in the ongoing political transition. Finally, the analysis provides an epistemological reflection on knowledge-situated in Guinea to rethink the conceptual and empirical research perspective on the production and circulation of (academic) knowledge in the country's knowledge ecology.

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12

Merrill, Yvonee. "Writing as Situated Thinking in General Education." Across the Disciplines 1, no. 1 (2004): 1–14. http://dx.doi.org/10.37514/atd-j.2004.1.1.09.

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13

Buldan, Ece. "Situated Learning in Online Architectural Studio Education." Journal of Design Studio, no. 1 (July 20, 2021): 59–70. http://dx.doi.org/10.46474/jds.930642.

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The pandemic causes acceleration in the development of online education. Relatedly, instructors have started to transform already applied methods in studio education and have produced new teaching methodologies in remote education. Since the communication channel in the new system is exposed to a change that creates that open an area for the search of situated learning in terms of interaction among students and between students and instructors that is strongly associated with Vygotsky’s theory of the zone of proximal development in which social interactions is emphasized in learning. In this paper, the components of situated learning will be reading through an online design studio in architectural education. The changing concept of studio culture will be inquired from the issues of the learning environment and situations executed after the shift from physical to digital encountering. Moving of design studio into the online environment brings particular changes to the two aspects of the studio culture, which are studio as a method and studio as an environment. In this respect, an online design studio will be examined as a contextual framework with the theory of situated learning.

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14

Griffin, Marlynn M., and Bryan W. Griffin. "Situated Cognition and Cognitive Style." Journal of Experimental Education 64, no. 4 (1996): 293–308. http://dx.doi.org/10.1080/00220973.1996.10806600.

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15

Malthouse, Richard, Jodi Roffey-Barentsen, and Mike Watts. "Reflectivity, reflexivity and situated reflective practice." Professional Development in Education 40, no. 4 (2014): 597–609. http://dx.doi.org/10.1080/19415257.2014.907195.

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16

Kirshner, David, and James A. Whitson. "Obstacles to Understanding Cognition As Situated." Educational Researcher 27, no. 8 (1998): 22–28. http://dx.doi.org/10.3102/0013189x027008022.

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17

Tanggaard, Lene. "A Situated Model of Creative Learning." European Educational Research Journal 13, no. 1 (2014): 107–16. http://dx.doi.org/10.2304/eerj.2014.13.1.107.

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18

Khan, Tariq M., and Keith Brown. "Model-based training of situated skills." British Journal of Educational Technology 31, no. 2 (2000): 171–79. http://dx.doi.org/10.1111/1467-8535.00148.

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19

Ellsworth, Elizabeth. "Situated response‐ability to student papers." Theory Into Practice 35, no. 2 (1996): 138–43. http://dx.doi.org/10.1080/00405849609543714.

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20

Turner, Julianne C. "Situated Motivation in Literacy Instruction [Abstract]." Reading Research Quarterly 28, no. 4 (1993): 288. http://dx.doi.org/10.2307/747926.

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21

Penney, Dawn. "Sport Education and Situated Learning: Problematizing the Potential." European Physical Education Review 9, no. 3 (2003): 301–8. http://dx.doi.org/10.1177/1356336x030093007.

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22

Schermer, Brian. "Client-Situated Architectural Practice: Implications for Architectural Education." Journal of Architectural Education 55, no. 1 (2001): 31–42. http://dx.doi.org/10.1162/104648801753168792.

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23

Altomonte, Sergio, Brian Logan, Markus Feisst, Peter Rutherford, and Robin Wilson. "Interactive and situated learning in education for sustainability." International Journal of Sustainability in Higher Education 17, no. 3 (2016): 417–43. http://dx.doi.org/10.1108/ijshe-01-2015-0003.

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Purpose This study aims to explore the opportunities offered by interactive and situated learning (e-learning and m-learning) in support of education for sustainability in disciplines of the built environment. Design/methodology/approach The paper illustrates the development of an online portal and a mobile app aimed at promoting students’ motivation and engagement with sustainability in design, and discusses the outcomes of their testing, investigating users’ acceptance, comparing academic results and analysing feedback. Findings The findings add empirical evidence to the view that information and communication technology-enhanced pedagogies can substantially contribute to the agenda of sustainability in higher education, primarily due to their affordance of interactive communication and contextualisation of knowledge, while guaranteeing flexible time and pace of learning. Research limitations/implications The study solely focused on the development and testing of e-learning and m-learning tools to foster students’ competence of sustainability in design studio work. The tools trialled were mostly at their prototypical stage and their testing included a relatively short-term evaluation and a narrow, self-selected, user base. However, the approach and findings are felt to be applicable to a much wider range of educational contexts. Originality/value Interactive and situated pedagogical methods and tools have the potential to prompt a departure from transmissive educational models, encompassing at once theoretical, experiential and analytic learning processes. This is of value to education for sustainability in disciplines of the built environment due to the requirement to holistically consolidate multi-/inter-/trans-disciplinary knowledge into a coherent design whole.

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24

Ferm Almqvist, Cecilia, and Linn Hentschel. "The (female) situated musical body." Per Musi, no. 39 (April 11, 2019): 1–16. http://dx.doi.org/10.35699/2317-6377.2019.5288.

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The starting point for the study presented in this article is constituted by experiences of using Simone de Beauvoir’s philosophy and Iris Marion Young theories aiming to describe and understand the becoming of musical women in Swedish schools. Earlier research conducted outside the area of music shows that Beauvoir’s theories can help to explain – and provide means of change for – situations where there is a risk that traditional gender roles will be conserved. A majority of gender studies in the field of music education are based on the performativity theory of Judith Butler. In comparison, de Beauvoir states that repetitions and habits are stratified in the body as experiences, and that human beings are able to make choices in a situation. The aim of the study is to explore how caring is nurtured among girls in Swedish music educational settings. Material generated through two phenomenological studies conducted within specialist music programs in lower respectively higher secondary education in Sweden, constituted the empirical base for conducting re-analysis. This re-analysis followed a hermeneutical phenomenological analytical model. Examples of how caring seemed to be nurtured among girls in music education appeared at different levels and in different situations. It concerns actions made by the girls aiming to make the social and musical setting function in agreed upon ways, namely in the form of taking initiatives, filling “gaps”, and being flexible. Finally we reflect upon causes and changes in relation to actions that seem to establish and maintain female students as immanent, and non-able to run their own projects.

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25

McNeil, Levi. "Exploring the relationship between situated activity and CALL learning in teacher education." ReCALL 25, no. 2 (2013): 215–32. http://dx.doi.org/10.1017/s0958344013000086.

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AbstractSituated learning is often proposed as a model for CALL teacher education. However, we know little about how students perceive situated CALL coursework and activities, and the nature of the relationship between situated learning and CALL learning. This exploratory case study addresses these issues. Survey, questionnaire, and open-ended data were collected from 21 MA TESOL students enrolled in a CALL course in South Korea. The results showed that students perceived that the course offered many elements of situated learning environments, and that some course activities were more situated than others. Additionally, the relationship between situated learning and CALL was strong and positive. Implications for research into situated learning and CALL teacher education are discussed.

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26

Gee, James Paul. "Reading as Situated Language: A Sociocognitive Perspective." Journal of Adolescent & Adult Literacy 44, no. 8 (2001): 714–25. http://dx.doi.org/10.1598/jaal.44.8.3.

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27

Ben-Ari, Mordechai. "Situated Learning in ‘This High-Technology World’." Science & Education 14, no. 3-5 (2005): 367–76. http://dx.doi.org/10.1007/s11191-004-7934-1.

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28

Bown, Carolina, and Jeffrey McClellan. "Culturally Situated Leadership in the Ecuadorian Andes." Journal of Leadership Studies 11, no. 3 (2017): 6–20. http://dx.doi.org/10.1002/jls.21532.

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29

Roth, Wolff-Michael. "Modeling design as situated and distributed process." Learning and Instruction 11, no. 3 (2001): 211–39. http://dx.doi.org/10.1016/s0959-4752(00)00029-3.

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30

Koschmann, Timothy. "Plans and Situated Actions: A Retro-Review." Journal of the Learning Sciences 12, no. 2 (2003): 257–58. http://dx.doi.org/10.1207/s15327809jls1202_4.

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31

Sharrock, Wes, and Graham Button. "Plans and Situated Action Ten Years On." Journal of the Learning Sciences 12, no. 2 (2003): 259–64. http://dx.doi.org/10.1207/s15327809jls1202_5.

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32

Wells, Gordon. "Lesson Plans and Situated Learning-and-Teaching." Journal of the Learning Sciences 12, no. 2 (2003): 265–72. http://dx.doi.org/10.1207/s15327809jls1202_6.

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33

Squires, D., and A. McDougall. "Software evaluation: a situated approach." Journal of Computer Assisted Learning 12, no. 3 (1996): 146–61. http://dx.doi.org/10.1111/j.1365-2729.1996.tb00047.x.

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34

Purcell-Gates, Victoria, Jim Anderson, Monique Gagne, Kristy Jang, Kimberly A. Lenters, and Marianne McTavish. "Measuring Situated Literacy Activity." Journal of Literacy Research 44, no. 4 (2012): 396–425. http://dx.doi.org/10.1177/1086296x12457167.

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This report presents the results of the development of a methodological approach to provide empirical evidence that family literacy programs “work.” The assessment techniques were developed within the action research project Literacy for Life (LFL) that the authors designed and delivered for 12 months, working collaboratively with three different cohorts of immigrant and refugee families in western Canada. The goal was to develop valid and reliable measures and analyses to measure the impact on literacy skill and knowledge in a particular version of a literacy program that incorporated real-world literacy activities into instruction for low-English-literate adults and their prekindergarten children, ages 3 to 5. The authors offer this approach to assessment as a promising way to measure the impact of socially situated literacy activity that requires taking the social context of literacy activity into account. They offer this work not as the answer to the challenge of documenting the value of working with families and literacy, but as one way to think about focusing curriculum and assessment within programs that validate the real lives of the participants and build bridges between those lives and literacy work within family literacy programming.

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35

Corrius, Montse, Marcella De Marco, and Eva Espasa. "Situated learning and situated knowledge: gender, translating audiovisual adverts and professional responsibility." Interpreter and Translator Trainer 10, no. 1 (2016): 59–75. http://dx.doi.org/10.1080/1750399x.2016.1154343.

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36

Prince, Robert Noel, and Arlene Hillary Archer. "Quantitative Literacy as situated social practice in Higher Education." International Journal of Learning: Annual Review 12, no. 7 (2006): 227–34. http://dx.doi.org/10.18848/1447-9494/cgp/v12i07/47938.

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37

Kirk, David, and Gary Kinchin. "Situated Learning as a Theoretical Framework for Sport Education." European Physical Education Review 9, no. 3 (2003): 221–35. http://dx.doi.org/10.1177/1356336x030093002.

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38

Onda, Ellen L. "Situated Cognition: Its Relationship to Simulation in Nursing Education." Clinical Simulation in Nursing 8, no. 7 (2012): e273-e280. http://dx.doi.org/10.1016/j.ecns.2010.11.004.

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39

Nutbrown, Cathy. "Situated lives: of mothers and literacy." Pedagogy, Culture & Society 7, no. 1 (1999): 175–83. http://dx.doi.org/10.1080/14681369900200047.

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40

Derry, Sharon, Joel R. Levin, and Leona Schauble. "Stimulating Statistical Thinking through Situated Simulations." Teaching of Psychology 22, no. 1 (1995): 51–57. http://dx.doi.org/10.1207/s15328023top2201_16.

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41

Apostolidou, Anna. "Digitally situated knowledge: Connectivism, anthropology and epistemological pluralism." International Journal of Educational Research 115 (2022): 102047. http://dx.doi.org/10.1016/j.ijer.2022.102047.

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42

Blank, Jolyn. "Situated in school scripts: Contextual early childhood teaching." Teaching and Teacher Education 25, no. 2 (2009): 251–58. http://dx.doi.org/10.1016/j.tate.2008.11.007.

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43

Parkinson, Jean, James Mackay, and Murielle Demecheleer. "Situated Learning in Acquisition of a Workplace Genre." Vocations and Learning 11, no. 2 (2017): 289–315. http://dx.doi.org/10.1007/s12186-017-9191-x.

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44

Efklides, Anastasia, and Simone Volet. "Emotional experiences during learning: Multiple, situated and dynamic." Learning and Instruction 15, no. 5 (2005): 377–80. http://dx.doi.org/10.1016/j.learninstruc.2005.07.006.

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45

Bruckman, Amy. "Situated Support for Learning: Storm's Weekend With Rachael." Journal of the Learning Sciences 9, no. 3 (2000): 329–72. http://dx.doi.org/10.1207/s15327809jls0903_4.

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46

Kulikowich, Jonna M., and Michael F. Young. "Locating an Ecological Psychology Methodology for Situated Action." Journal of the Learning Sciences 10, no. 1-2 (2001): 165–202. http://dx.doi.org/10.1207/s15327809jls10-1-2_7.

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47

Maguire, Mary H. "Situated ethics in educational research." Science Education 88, no. 5 (2004): 813–16. http://dx.doi.org/10.1002/sce.20030.

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48

Kiraly, Don. "Project-Based Learning: A Case for Situated Translation." Meta 50, no. 4 (2006): 1098–111. http://dx.doi.org/10.7202/012063ar.

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Abstract The author proposes replacing the folk theoretical ‘conduit’ view of learning that still predominates in Translator Education with a principled understanding of cognitive and learning processes for the design of learning events in Translator Education. A collaborative, project-based educational experience is presented by way of illustration. In conclusion, an argument is made for studying collaborative learning events to gain insight into the multi-facetted nature of the learning process as well as of the translation process itself.

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49

Alabi, Ayodeji Ladipo. "Africa’s postcolonial states, universities and situated ideologies." Africa 94, no. 5 (2024): 702–8. https://doi.org/10.1017/s0001972024000810.

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Arowosegbe’s (2023) treatise on the crisis of higher education across the African continent raises many issues about the failures of Africa’s postcolonial states and the situations of the continent’s public universities. His courage in bringing to the fore the predicaments of Africa’s public universities is commendable. Two issues in particular attract my attention. First, while he underscores the strained relations between the state and the academy and recognizes the existence of some divergent ideological underpinnings therein, his account neglects the impacts of ideological contradictions on society’s political stability and socio-economic development. Second, his account omits the quandaries of private universities in Africa, an aspect of higher education across the continent that should not be overlooked if one is to holistically appreciate the predicaments of Africa’s universities within the context of the role of the postcolonial state.

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50

Young, Michael. "Assessment of situated learning using computer environments." Journal of Science Education and Technology 4, no. 1 (1995): 89–96. http://dx.doi.org/10.1007/bf02211586.

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