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Effect of Situated Learning Model on Critical Problem Solving Skills among Higher Secondary Pupils

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Title: Effect of Situated Learning Model on Critical Problem Solving Skills among Higher Secondary Pupils
Language: English
Authors: D' Souza, Dorothy A. C., Clare, A. C.
Source: Journal on School Educational Technology. Jun-Aug 2018 14(1):27-34.
Availability: 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
Peer Reviewed: Y
Page Count: 8
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Students, Problem Solving, Context Effect, Experiential Learning, Teaching Methods, Decision Making, Critical Thinking, Foreign Countries, Intelligence Tests
Geographic Terms: India
Assessment and Survey Identifiers: Raven Progressive Matrices
ISSN: 0973-2217
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.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1198889
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Effect of Situated Learning Model on Critical Problem Solving Skills among Higher Secondary Pupils
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  Data: <searchLink fieldCode="SO" term="%22Journal+on+School+Educational+Technology%22"><i>Journal on School Educational Technology</i></searchLink>. Jun-Aug 2018 14(1):27-34.
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  Data: 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
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  Data: 8
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink>
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  Data: 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.
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  Data: As Provided
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  Data: 2018
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  Data: EJ1198889
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 27
    Subjects:
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Intelligence Tests
        Type: general
      – SubjectFull: India
        Type: general
      – SubjectFull: Raven Progressive Matrices
        Type: general
    Titles:
      – TitleFull: Effect of Situated Learning Model on Critical Problem Solving Skills among Higher Secondary Pupils
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            NameFull: Clare, A. C.
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