Literaturnachweis - Detailanzeige
| Autor/inn/en | D' Souza, Dorothy A. C.; Clare, A. C. |
|---|---|
| Titel | Effect of Situated Learning Model on Critical Problem Solving Skills among Higher Secondary Pupils |
| Quelle | In: Journal on School Educational Technology, 14 (2018) 1, S.27-34 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0973-2217 |
| Schlagwörter | Secondary School Students; Problem Solving; Context Effect; Experiential Learning; Teaching Methods; Decision Making; Critical Thinking; Foreign Countries; Intelligence Tests; India; Raven Progressive Matrices |
| Abstract | Situated Learning takes place in the social and physical context within which it will be used. In this model, the pupil is "situated" in the learning experience and knowledge acquisition becomes a part of their learning activity. From their experiences pupils "construct" their own knowledge in various learning situations. The success of situated learning experiences depends upon social interaction and kinesthetic activity. Critical Problem Solving Skill is an intellectual process wherein one skillfully conceptualizes, applies, analyses, synthesises, and evaluates knowledge that was constructed through observation, experience, reflection, reasoning, and communication in order to solve a problem. The present study revealed that Situated Learning Model is significantly more effective than Conventional Method with respect to levels of Intelligence of Secondary School pupils and levels of Intelligence have significant effect in enhancing Critical Problem Solving Skills among pupils of Higher Secondary School. (As Provided). |
| Anmerkungen | i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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