A Systematic Review of the Literature on Situated Learning in the Geosciences: Beyond the Classroom

Autor/inn/en	Donaldson, Tyler; Fore, G. A.; Filippelli, Gabriel M.; Hess, J. L.
Titel	A Systematic Review of the Literature on Situated Learning in the Geosciences: Beyond the Classroom
Quelle	In: International Journal of Science Education, 42 (2020) 5, S.722-743 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Donaldson, Tyler) ORCID (Fore, G. A.) ORCID (Filippelli, Gabriel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1727060
Schlagwörter	Situated Learning; Earth Science; Communities of Practice; Educational Research; Scholarship; Undergraduate Study; College Curriculum; Outcomes of Education; Research Methodology; Self Efficacy; Authentic Learning + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Community; Bildungsforschung; Pädagogische Forschung; Scholarships; Stipendium; Grundstudium; Lernleistung; Schulerfolg; Research method; Forschungsmethode; Self-efficacy; Selbstwirksamkeit
Abstract	Situated learning theory offers a theoretical modality for promoting a knowledge, skilled, and ethically adept future geoscience workforce. Features of situated learning pedagogies include field-based instruction and situating students within a community of practice. While there is an assumed value of such approaches, there is limited research exploring why and how these situated approaches are beneficial for students. Situated learning theory is an underutilised framework applied among geoscience education researchers, which emphasises legitimate peripheral participation in communities of practice. In this paper, our research objective was to systematically explore the ways scholars have applied situated learning theory in post-secondary geoscience curricula. To address our research objective, we utilised systematic literature review procedures, wherein we collected and synthesised ten articles extracted from several prominent sources that featured peer-reviewed scholarship for geoscience education research. To analyse articles, we developed a coding framework both deductively from the core tenants of situated learning theory and inductively based on how articles had applied the framework. Thematically, using the codes as a guide, we identified 3 themes highlighting trends in scholars' application of situated learning theory to undergraduate geoscience curricula, (1) instructional practices, (2) student outcomes, and (3) assessment techniques. Using the codes and themes, this study provides a framework to guide others who aspire to integrate situated learning theory into geoscience curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01